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AUTHOR Covey, Marvin L.; Covey, Mar3QL A. TITLE Learning about : Symbols, Jegends and Facts. A Source Book for Elementary Teachers. Revised. INSTITUTION Oregon State Dept. of Education, Salem. PUB DATE 88 NOTE 108p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Books (010)

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS American Indians; Biographies; Class Activities; Elementary Education; Geographic Regions; Geography; History Instruction; Instructional Materials; Learning Activities; Resource Materials; *Social Studies; *State History IDENTIFIERS *Oregon

ABSTRACT This compendium of information and ideas is intended as a resource for teachers introducing the study of Oregon history to elementary school children. Brief discussions of 42 topics are follouad by suggestions for classroom activities using this information. The topics include the various state symbols, Indian legends, the origin f the state name, geographical facts about Oregon, and important people in Oregon's history, including: John McLoughlin, Tabitha Brown, Meriwether Tiwis, William Clark, Sacagawea, David Douglas, , George Washington Bush, , Chief Joseph, Tom McCall, and Sylvester C. Simpson. Enlarged illustratioas of Oregon symbols are provided for teachers who might wish to reproduce them for classroom use. A concluding section contains brief descriptions of each county in the state of Oregon. (JB)

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,:,111)1t1'',IrAll':' 1111"'' cat' n r-1 r-1 el,c7E3011Z9 A A SOURCE BOOK FOR ELEMENTARY TEACHERS

U S. DEPARTMENT OF EDUCATION C.:Oka of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the per .on or organization originating it C Minor changes have been made to improve reproduction quality

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TO THE EDUCATIONAL RESOURCES --111111"=" INFORMATION CENTER (ERIC)."

OREGON DEPARTMENT OF EDUCATION 700 Pringle Parkway SE, Salem, Oregon 97310.0290

VERNE A. DUNCAN State Superintendent of Public Instruction BEST COPY AvmsukuL.. -

LEARNING ABOUT OREGON: SYMBOLS, LEGENDS AND FACTS A Source Book for Elementary Teachers by Marvin L. and Marjorie A. Covey

OREGON DEPARTMENT OF EDUCATION 700 Pringle Parkway SE Salem, Oregon 97310

VERNE A. DUNCAN State Superintendent of Public instruction

0 STATEMENT OF ASSURANCE

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap In any educational programs,/activities, or employment. Persons having questions about equal opportunity and nondiscrim- ination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

This document was produced by the Publications and Multimedia Center Oregon Department of Education Salem, Oregon 97310-0290

Printed 1973 Second Printing 1976 Reprinted 1979 Revised 1988

3250319882500

Lk

1 FOREWORD

Spring 1988

Creating responsible, contributing citizens isan important goal of our public schools. Wecan begin to build a sense of responsibility inour students by awakening their interest in Oregon history, our system of government, andour wealth of natural resources.

During the past several years we have distrib- uted a brochure for fourth graders which de- scribes Oregon symbols--the state flag, motto, flower, seal, tree and so on. The brochuresare used by many teachers Is part of their class- room activities around Statehood Day, February 14, commemorating the day Oregon joined the Union.

This teachers' source book is intended to give teachers a resource when they introducethe study of Oregon history.It was originally developed by Marvin L. anc.4 Marjorie A. Coveyin 1973 and has proven itself to be an outstanding instructional aid.

Verne A. Duncan State Superintendent of Public Instruction

iii TABLE OF CONTENTS FOREWORD iii PREFACE vii STATE NAME

OREGON: Origin of Our Name 1 STATE GOVERNMENT CHAMPOEG: Early Beginnings 3 SALEM: Present Organization 5 FINANCES: Taxing Ourselves 9 STATE SYMBOL STATE SEAL: Oregon's Signature 11 STATE FLAG: Proudly It Flies 15 STATE COLORS: Blue and Gold 19 STATE MOTTO: "She Flies With Her Own Wings" 21 STATE SONG: "Oregon, My Oregon" 23 STATE GEMSTONE: The Sunstone 27 STATE FLOWER: Oregon Grape 29 STATE TREE: Douglas Fir 33 STATE BIRD: Western Meadowlark 37 STATE ANIMAL: Beaver 41 STATE FISH: Chinook Salmon 45 STATE ROCK: Thunderegg 49 STATE INSECT: Oregon Swallowtail Butte:fly 52 STATE DANCE: Square Dance 54 STATE DAY ADMISSION DAY: Oregon's Birthday 57 STATE WEEK ARBOR WEEK: Improving Our Environment 59 WOMEN IN HISTORY WEEK: Recognizing Significant Contributions 61 INDIAN LEGEND WATERFALLS: How the Willamette Falls Were Made 63 CRATER LAKE: Home of the Great Spirit 65 MOUNTAINS: Sridge of the Gods 67 PEOPLE TO KNOW DR. JOHN McLOUGHLIN: Father of Oregon 69 TABITHA BROWN: Mother of Oregon 71 CAPTAIN MERIWETHER LEWIS: Finding a Way West 73 CAPTAIN WILLIAM CLARK: A Great Leader 75 SACAGAWEA: Fearless Teenager 77 DAVID DOUGLAS: Roving Scientist 7S JASON LEE: Missionary and Founding Father 81 GEORGE WASHINGTON BUSH: Black Pioneer 83 ABIGAIL SCOTT DUNIWAY: Advocate for Women's Rights 85 OLD CHIEF JOSEPH, YOUNG CHIEF JOSEPH: Valiant Leaders of the Nez Perce 87 TOM McCALL: Environmental Leader 89 INDIANS OF OREGON: Native Americans 91 OREGON'S CULTURAL MINORITIES: Enriching Our Culture 93 SYLVESTER C. SIMPSON: Superintendent of Public Instruction 95 OREGON FACTS CLIMATE AND GEOGRAPHY 97 OREGON'S NATIONAL PARK AREAS 99 MAP OF OREGON COUNTIES 101 COUNTIES OF OREGON 403

vi ri PREFACE

Obviously this publication In no way port. The revision that followed constitutes a "suggested curricu- has been done with the encourage- lum." ft is meant to be a compen- ment of Dr. Verne Duncan. We dium of Information and ideas. The would also like to thank Ardis material Is not "graded." Teachers Christensen, assistant superinten- at all levels will find opportunities dent for curriculum and Mary Jean to use It. Please note that the Katz, social studies specialist for enlarged Illustrations of Oregon their help. symbols aria provided for teachers to reproduce for use with students. Special thanks go to Carol Piatz, Mt. Angel School District and We owe a debt of gratitude to many Robert Ostrum, Brooks School Dis- Oregon people who helped put this trict, for their tima and research into publication together. The late Dr. some of the new topics and up- Jack Sutton from Medford perceived dating of material in this 1987 the need for such a publication and revision. was instrumental in getting It start- ed. The first edition could not have been completed without Dr. Dale Marvin L Covey Parnell's personal interest and sup- Marjorie A. Covey

vii State Name OREGON Origin Of SUGGESTIONS Our FOR Name TEACHERS

Have you sometimes wondered where Have students: the name "Oregon" came from? Some Find out how their county or town got people have thopght that it was a word its name. Also they might find out used by the Indians in referring to about the origin of other names in the the , but the origin of area. the name has never redly been clearly Compare maps showing Oregon Terri- determined. Written Ilse of the word tory and present state boundaries. is noted in 1766-67 when the name Oregon is used by Captain Jonathan Make signs showing different spellings Carver. He named the four great of "Oregon." Look on maps for the rivers of the West, one of which was way it is spelled today. Compare with The River Oregon, which empties how names of children are spelled in into the Pacific. different ways (Kathryn, Catherine). In 1772 Major Robert Rogers, an Write poems using the word "Oregon" English Army officer in London, as the Indians might have used it. applied for a petition to form an Correlate with Oregon state song. exploring expedition to go to Ourigan. Listen to the record, "The Face of Some writers think it is a corruption Oregon" (available from Oregon State of the Spanish word Aragon. University Bookstore). This record includes "The Names of Oregon" The name Oregon was popularized (a novel recitation covering familiar when it was used by William Cullen place names), songs about Lewis and Bryant in his poem, "Thdnatopsis": Clark, Joe Meek, Jason Lee, our 'rose thyself in the continuous state song, and many others. woods Wr.te abt.tut Oregon in a book with Where rolls the Oregon, and pages and covers in the form of hears no sound Oregon. Save his own dashings- -" President Jefferson us.J the name in his instructions to Lewis and Clark. Eventually the name was applied to the whole area through which the river runs. The "," or "," is a term used

1 between 1818 and 1846 to describe the large area that now includes the states of Washington, Orcgon, , and parts of Montana and Wyoming.

2 State Government CH AMPOEG SUGGESTIONS Early FOR Beginnings TEACHERS

While we honor February 14, 1859 as Have students: our official state birthday, the begin- Discuss rules with which children are nings of organized government can already familiar: home, school, com- actually be traced back to a time 16 munity, etc. years earlier than that. Make a timeline to post on the class- The village of Champoeg (Cham-poo'- room walls. Enter significant historical eg) was located where there had been events. a large Indian camp. In fact, the name Make a mural depicting the Champoeg Champo-ich means "place of the meeting. camp." It was where the prairie first meets the Willamette River, and so is Dramatize the meeting at Champoeg. easy to reach by land and water. The Listen to informed person speak to the settlers of the valley first began meet- class about law or government. ing there to discuss how to protect Visit the center of government in their their farms from the wolves. These area: town, county, state. so-called "wolf meetings" developed into general discussions of law and Correlate with present government order, and eventually government. The topic. discussion had progressed to the point Visit Champoeg on a field trip. Look of deciding which countryBritain or at museum and old pioneer cabin. Americathe settlers wanted to join. Produce a shadow play about the This choice came about because of "wolf meetings" and/or the "divide." the disputed boundaries at that time, and also because there were many Look in the library for newspaper or French-Canadian settlers as well as early pioneer accounts of the settlers from the eastern part of the beginnings of Oregon. living in the Territory. Investigate the founding of their own At a meeting on May 2, 1843, a report community. was submitted in favor of having the Write to State Highway Department, American government rule the Salem, to obtain tourist information territory. On hearing the report and pamphlets on historical sites in Oregon. the motion that it be accepted, Joe Write the AAA and Chambers of Meek took action. As told by Commerce, too. Francis Xavier Matthieu, one of the participants, "Big, burly Joe shouted, 3

...... 6. Who's for a divide? All in favor of the report and an organization follow me!' " He drew a line with the toe of his boot and marched to one side. The men started moving the Americans to Joe's side, the French-Canadians to the other. But two French-Canadians, Matthieu and the friend he lived with, Etienne Lucier, moved to the Amerir.,n side. The vote was 52 for, 50 against. Why had the two French-Canadians voted for American government? Matthieu had fled Canada in his youth after taking part in an unsuccess- ful rebellion against the British govern- ment. Then too, he went to school in the States and he talked much of this education to his good friend, Lucier. So the two Canadians thought that American government would be best, and they voted that way. This government was not official, but has been recognized as the first American government west of the Rocky Mountains. It is suggested that May 2 be observed as Oregon Daya day to commemorate the founding of our early government in Oregon. Children should be reminded of the great heritage of our past and of the noble deeds done by these fearless early settlers and pioneers. i, t State Government SALEM SUGGESTIONS Present FOR Organization TEACHERS

Today our state government is centeredHave students. in Salem, the capital of Oregon. The Discuss how government begins in the people of Oregon elect the officials family. (What are the responsibilities who govern us and help make the laws and duties of various family members?) that guide us. Discuss how schools are governed. Three separate but equal branches Interview the principal, superintend- constitute Oregon's state government. ent, and board members about their They are: duties and responsibilities.

Executive Branch -Six officials elected Discuss students' duties and responsi- statewide head the Executive Branch. bilities and how each person con- They are: governor, secretary of state, tributes to the whole organization state treasurer, superintendent of of society. public instruction, attorney general, andMake a map of the U.S. with only labor commissioner. These officials Oregon on it and have Salem starred. administer the laws of the state. Draw a ricture of our state capitol building. Write a sentence or two Judicial BranchCourts of the state about what goes on inside. make up the judicial branch of govern- ment. Seven justices comprise the Bring in news clippings about the Supreme Court which has general legislature. Display on a bulletin administrative authority over all board a picture of the capitol other courts. The Judicial Branch building with news coming fa= interprets the law. Thus, courts it. determine compliance with laws and Find or make pictures of capitol mall constitutionality of laws, in addition buildings with workers superimposed: to resolving conflicts over legal governor, highway patrolmen, rights. Supreme Court justices and foresters, highway construction other judges are electet. by the people. workers, librarians, office workers, etc. Legislative BranchPower to make Make a capitol mall out of boxes, laws is shared by the people of milk cartons, etc. Place buildings as Oregon and their elected members located on mall. Trees, streets, etc., of the legislature. The people act can be added. through the Oregon system of Takefield trip to the capitol. The initiative and referendum. The

5

-) legislaturecomposed of 30 Senate children should be well prepared on members and 60 members of the what to look for, especially the art House of Representativesmeets and statuary. (Correlate with People in regular session in odd-numbered to Know section.) years to decide what new laws are Listen to people in the community needed and how state government give talks about various government shall be financed. Sly :al legisla- work. tive sessions may be convened by the governor. Visit county, city, or state offices to learn about the duties and respon- Because our state has many people, sibilities of the people who work there. it has many needs that can be met What is the citizen's role in relation most effectively by a state govern- to them? ment that serves all the people. Various state agencies and depart- Carry out a simple election in the ments have been created to do this classroom. work. Most of these are housed on Plan a mock legislative session. Select a governor and legislators. Have governor open legislature with a speech telling what he would like the legislature to work on (pertaining to classroom priblems). A legislator can then submit a bill (something relating to classroom situation, such as: When should pencils be sharpened?) Discus- EXECUTIVE BRANCH sion and voting follow. Make a mural on the bulletin board depicting Oregon history to present day. Obtain pictures that can be used o with an opaque projector. Project JUDICIAL0 BRANCH onto paper-covered bulletin board and outline with felt pens. Children can then use colored chalk to color the pictures. The last picture could be ECISLATIVE 3RANCH our present state capitol.

6 the Capitol Mall in Salem, although the office of the State Superintendent of Public Instruction ai:d the Depart- ment of Education are located in the Oregon Bank Tower, 700 Pringle Parkway SE, Salem. In 1936-38 the present capitol building was erected. A major addition was begun in 1975. The capitol is built of marble and has a tower in the center on top of which is a 24-foot bronze statue of The Pioneer. The statue weighs 8 1/2 tons and is covered by gold leaf.

Outside the capitol are massive of pioneer scenes. Inside the capitol on the first floor rotunda is the bronze seal of the State of Oregon on the floor. Around the walls are painted murals depicting Oregon's early history. Stairs on both sides lead to the Senate Chambers on tf,4 east and the House of Representatives on the west. The Governor's Suite is in the center of the second floor. It has a reception room and the gover- nor's main office.

7 State Government FINANCES SUGGESTIONS Taxing FOR Ourselves TEACHERS

In order to help the people of the state Have students: with problems that are too big for Ask a state or locat official to talk to individuals or small units of govern- the class about taxes. ment (cities and counties), our state Ask the local librdrianto tell how government provides services for the she can get material from state gov- people. It costs money to hire people ernment sources and how that helps to work for the people of the state. her and the school. So the state collects money from all the people to pay the state workers, Invite a state highway patrolman to build buildings, and buy land that is talk. Why can't we get along with just needed. This money is called tax local police, roads, etc? Who pays money. him? Our first territorial government tried Pretend they are voters. List state a policy of voluntary contributions agencies and recreational facilities. and gifts to run the government. When Discuss reasons for and against they collected only $80.50 the first having them. Consider who benefits year, they decided they must levy from each of them, if it would be taxes on everyone. possible for a single individual o own The money collected for taxes pays a large beach area (what about t tose our state officials and the people who who don't?). Could one person work for the state because they are afford to own a library full of working to help all state residents. books? Let them vote for those facilities they would like to retain. Some of the things that our taxes buy are: Bring in pictures of state parks they have visited. What facilities 1. State parkspay for the laid, were there in the park? How are the for building and maintairting parks cared for? Who pays for the them, putting restrooms, fire- parks and their care? How can we places, tables, and other equip- help keep parks and recreational ment in them. facilities safe and in good condition? 2. State highwayspay for people Emphasize responsibility of each to build tham and keep them in citizen. good repair, and print maps. Organize into committees represent- 3. Educationpay for the iand and ing countiescollect taxes and try buildings of the state colleges to budget money for classroom needs. 9 and universities and The people Interview a businessman. Do taxes v,`%o run them, teach in them, influence prices? How does bt'siness and maintain them. mne sti to help carry the tax load? How do taxes also helps all commurpt,. help business? colleges and local schuol dis- Interview a state legislator. tricts pay part of their crsts. The state has schools to help people with spec:al prob'ans, such as the School for the Blind and the Schc ol for the Deaf. 4. State Forestry Departmentpay foresters to maintain the forests, replanting, controlling fit es. 5. State librarybuy books, pay people to circulate the books and maintain the buildings. 6. State institutionspay for the land, the buildings, and mainte- nance of state institutions such as the penitentiary, the correc- tional istitution, and the state hotpitalb. .tigissIrLt1 sa

--"44*4"iwswo".....- State Symbol STATE SEAL SUGGESTIONS Oregon's FOR Signature TEAror RS

Everyone knows that a seal is official-- Have students: or is it? The present governor of the Design a school or class symbol. State of Oregon suggests that the nine- Discuss the meaning of things foot seal embedded in the rotunda portrayed in the symbol. floor of the capitol should becon- sidered as the official state seal. Didn't Compare the symbol with the state the state adopt an "official" state seal. seal? Yes, but... Discuss the meaning of each part of A committee composed of three the seal. prominent Oregonians presented the Correlate with study of the state motto design for the seal to the Constitutionaland the state flag. Convention in 1857. The design chosen Construct a mosaic of the state seal, was submitted by Harvey Gordon using broken glass pieces or broken (1828-1862), who was by profession tiles. a surveyor. Use an opaque projector to enlarge This seal was adopted as the last individual parts of the seal. Draw out- official act of the legislature in 1857. line large enough so each child can In 1859 the state legislature added a carry or wear his part as a sign. Each thirty-third star to indicate that Ore- child then steps into a cirde (the gon was the thirty-third state admitted outside of the seal) in proper place to the Union. Since the adoption (some on stools, some on chairs to many versions of the state seal have get proper height). The banner with been issued by various departments "The Union" on it would be last to and agencies of the government. enter the circle. Two children each Some include a setting sun and some with half of the motto step together have the eagle's head turned the at the same time to complete the seal. opposite way. Because of the result- Make different parts of the seal on ing confusion about which seal issued large paper. Combine to make a bulle- was official, Governor Tom McCall tin board showing the seal. has requested that all departments of state government follow the bronze one in the capitol rotunda even though it has a setting sun which is not included in the official description. 13 As originally adopted, the seal consists of a shield supported by 33 stars. The words "The Union" are on a banner in the middle. Above the banner are mountains, an elk with branching antlers, a wagon, the Pacific Ocean on which a British manofwar is departing, and an American steamer arriving. Below the banner is a sheaf, a plough, and a pick-axe. Above the shield is a crest in the form of an American eagle. The legend surrounding the seal is "State of Oregon" and "1859." What is the significance of the .;ymbol described above? 1. "1859" signifies the date of Oregon's admission into the Union. 2. The 33 stars show that Oregon was the thirty-third state to join the Union. 3. The American eagle at the top denotes the Union of the StatesPeace Through Strengthdepicted by the olive branch and the arrows. 4. The fact that Oregon was never wholly dominated or governed by a foreign power is shown by the British man-ofwar leaving our shores under full sail while the American steamer is coming to the shores. . State Symbol STATE FLAG Proudly SUGGEST IONS It FOR Flies TEACHERS Did you know that Oregon's flag is Have students: o le of only two state flags in the Describe the features of a state flag United States that has a designon and "discover" the two-sidednessof both sides? (Massachusetts is the other it. one.) The design for our flagwas Feel the flag, hold it to feel its officially adopted by the legislature in 1925. weight, and notice how it is equipped so it will not tear when on a flagpole. The flag is navy blue with all designs Draw pictures of the various done in gold. On one side is the symbols on the flag. shield from the state seal supported by 33 stars. The legend "State of Discuss the differences between the Oregon" appears in large letters American flag and the state flag. across the top of the flag and "1859" Discuss the flag as a symbol. Observe is at the bottom instead of encircling other flags and discuss symbolism. the shield as they do in the state seal. Examine pictures of other state flags The of er side of the flag is a navy in an encydopetha. Compare them blue field with a gold beaver in the with Oregon's flag to identify dif- center of the flag. The beaver wasan ferences and similarities. important factor in bringing traders, Make up a flag song. trappers, and eventually settlers to Oregon. (See State Animal,the Beaver.) Raise the Oregon flag in the morning along with American flag and take it down before going home. Make a state flag: Cut letters and stars andpaste onto blue construction paper. Roll magazine pages for flagpole. Color a ditto copy of seal and place it on the flag.

Color a mimeographed flag. Cutand color mimeographed patterns of beaver, shield, "State of Oregon," "1859" onto background colors. Paste metallic gold stars inproper places. (Spots could be marked with

17 0 1 Ad.., .10 dot for proper placement.) Make flag from scratch, using pictures of shield and beaver (real flag prefer- ably) as models. (Stress it will be impossible to make an "exact" copy.) Paper chain flag. Decide length and width. Make dark blue paper chains of that length. Cut golden beaver from paper and fasten to chains. Also shield and stars. Make American paper chain flag with red and white long chains. Blue chains for corner and gold stars pasted on. Make Oregon flags for other class- rooms. (We often forget that the top of the flagpole is not in a child's line of vision.) Design their own personal flags. Use initials, pictures of their inter- ests, etc. Review rules for correct handling of the flag.

0 ., i.... L.)18 State Symbol STATE COLORS Blue SUGGESTIONS and FOR Gold TEACHERS Our state colors arenavy blue:old Have students: gold. They were adopted by the 1959 Coordinate study of state colors with Legislative Assembly. While no reason study of state flag. is given as to why these colors were Discuss why blue and gold were chosen chosen, we can assume that they were for state colors. Watch for othe- adopted because of their use in the instances of this color combination. state flag. Where were they found? The use of blue in the tradition of Use state colors to make banners for heraldic colors throughout the ages home or classroom. usually depicts piety and sincerity. Gold usually denotes honor and loyalty.Make covers for Oregon booklets We can imagine the early founders of using state colors. our state thinking pious and sincere Compare Oregon's colors with national thoughts about lovely and rugged colors (red for valor, white for Oregon and ascribing th a lofty and purity, blue for justice). noble traits of honor and loyalty to the Make stitchery designs of bit:a and brave pioneers and settlers of our greatgold. state. Make and serve cupcakes decorated with Oregon's colors on Admission Day.

19 I A., State Motto "She Flies SUGGESTIONS With Her FOR Own Wings" TEACHERS

The 1987 Oregon Legislature voted to Have students: replace Oregon's former motto, "The Discuss mottos that children already Union," with one that was originated know: Keep Oregon Green; Don't be by Judge Jessie Ou;nn Thornton. a Litterbug; Play it SafePut Safety First; Stop, Look and Listen; etc. Judge Thornton actively sought Discuss what a motto is. territorial status for Oregon. He wrote Learn some things about Abraham the formal petition to Congress and Lincoln and the Civil War. included a design for the territorial Correlate with study of the state seal seal. Pict,ired on the territorial seal and the use of the motto on it. was a territorial motto, Alis Volat Interview adults in their neighborhood: Props s, "She Flies With Her Own "Do you think the motto for Oregon Wings." This motto was accepted by is a good one? Why? If not, what the state legislature In 1854, and has would you like it to be instead?" been used continuously throughout Discuss the Negro pioneer, George Oregon's history. Washington Bush, and his role in the Oregon country and attitudes toward him. (See People to Know.) Think up a motto for the classroom. Make up a large-size copy of the state motto for the classroom and hang on the wall. Discusr the meaning of the territorial motto. Illustrate.

21 <.) lid 11 "4INIlll g 1 Alin 144ird lir*ilil MIIM . MIlig 1::1 1111InIiiill ililliIli:IIIII ildll iih111011 Ill IllsIln Htj-OW Ilk III; iII.qldri L1I111.1 1111 1111111 I:III: IIIIi.ii.1 1:11 1111 iii!.111111 ilh:"111,16SHP.,lit IllIli1 iii mi116 emu1111161 I -:-.I4 11 nnIli:1111 11.1i1111%IL&II. . lbIi I ni,11 HumHim,Ilh 01111111 11111 IIH IIIIII 1 III Ili 1 MI Jilllin"" rllailIbik1111j1un IMO 101IIIill z NHilli1111A 111IJIJIII i'lliI.1 lii1 MIMI IAMAL !i14 mi11. wilhi Hp1 III IIi b :I Nii,..,;1r 111.1oill'ii 1111Iiii iiii11'4)Ili! 14110IIIII1 !hi!:II hl hil9.4'Hill Ini MIliblid Aoki11111".... 111,ri IIIIIIIiiUlfNI WI1111 -6. =III I,1;14 .11u411Fdill sil I:Ai 1;1 ..ifil ; :It111-1 IN II::: E1HIlli hi -1::: 1111 ..,.. I:::11s1 all1111 ,I , ill110, , i. ;16 Iii.:lid..:: lIl iiil III State Symbol STATE SONG "Oregon, SUGGESTIONS My FOR Oregon" TEACHERS The song, "Oregon, My Oregon"was Have students: adopted as our official state song in Study the vocabulary. 1927. The music was written by Write a class song about Oregon. Henry B. Murtagh and the words by J. A. Buchanan. Pretend to be .I.A. Buchanan and Land of the Empire Builders, write from a first person approach Land of the Golden West; about the place where he mitt have Conquered and held by free men, been when he wrote the song. Films Fairest and the best. on Oregon's scenic beauty, slides, Onward and upward ever, pictures from the Chamber of Forward and on, and on; Commerce would enrich this approach Hail to thee, Land of Heroes, to creative writing. My Oregon. Write a story: "Why I wrote Oregon's state song." Land of the rose and sunshine, Land of the summer's breeze; Make a collage on a large outlinemap Laden with health and vigor, of Oregon showing scenic placesthat Fresh from the Western seas. might have inspired Buchanan. Blest by the blood of martyrs, Magazine cutouts, n ttural materials Land of the setting sun; sticks, sand, etc.c.xild be added for Hail to thee, Land of Promise, texture and variety. My Oregon. Plan and paint a panorama illustrating John A. Buchanan wasa jurist and an phrases of the song. Cut in an outline amateur poet. He and Henry Murtagh shape of Oregon and mount on larger entered their composition ina black butcher paper also ir.an outline competition sponsored by the Society shape of Oregon. of Oregon Composers in 1920.Their Make up sedition& verses to the song won, was published, and state song. endorsed by the state superintendent Sing the state song as part of opening of public instruction. Itwas made the exercises, as part of assembly official state song by the 1927 program, or for another class. legislature. Buchanan taught school, then practiced law. He served two terms as A representative in the 1909 and 0 ,; 25 A. i 1911 legislatures. He continued to write poetry throughout his life and several books of his poems published. We know very tittle about Henry Murtagh except that he was a pro- fessional musician. He was earning his living as a theater organist for silent movies at the time he wrote the music for our state song.

26 State Symbol STATE SUGGESTIONS GEM FOR Sunstone TEACHERS

Thl sunstone is a semi-preciousgem Have students: that has been designated as Oregon's gemstone by the 1986-87 Oregon Plan a trip to look for rocks and Legislature. it is a variety of feldspar gems that are common to Oregon. that appears to be transparent, but Make a large map outline of Oregon when viewed from some angles on a table, board or heavy card- glitters with briliant pink to reddish board and paste rocks on it show- metallic flashes of color. ing where they are found.

Watch teacher, with proper equip- ment, cut and polish a rock in class, The name Sunstone, also knownas or see a demonstration of this by a heliolite, comes from the Greek word "rock hound." hrgios, meaning "sun," and lithos, rr aaning "stone." Sunstones are Discuss the way rocks are formed. usually transparent, but some have colors ranging through pale yellow, Study volcanoes or rock formations to discover the source of various soft pink and blood red to, in rare rock formations. finds, deep blue and green. Read or listen to Indian legends about rock and gem formation. Many stones appear to be perfectly Illustrate a legend. transparent but when viewed in just Discuss legends in general. Why the right direction, a pink to red did the Indians tell these stories? metallic shimmer flashes from within How were they passed down? the stone. This effect is called %chiller" or "aventurescence." The Dramatize with students or with most recent 7esearch indicates that puppets some of the legends that children have read or have written shiller is caused by light reflecting themselves. from minute parallel copper metal platelets suspended in the sunstonl. Colors vary according to the amount and size of particles present in the stone.

27 So far, sunstones have been found in relatively small areas. They occur in certain basalt flows in Lake County, which covers about 7 square miles, and in two placos in Harney County which are probably less than one square mile each.

Sunstones are mined from the soil and partially decomposed rock formed by weathering of the lava flows. Surface debris is dug with a pick and shovel and sieved through quarter- inch screw). Recovery of large unbroken stones is difficult, but some have been found in the lower parts of the flow. These larger stones can be cut as faceted stones.

While sunstone is found in Arizona, California, New York, North Carolina and Virginia. Oregon sunstone is valued because of its uncommon composition, clarity and range of colors.

2esi State Symbol STATE FLOWER Oregon Grape

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I State Symbol STATE FLOWER SUGGESTIONS Oregon FOR Grape TEACHERS The Oregon grape (berberis Have students: aquifolium) was designated as the Observe Oregon grape in tha fall and state flower by the legislature of again in spring. Bring pieces to class 1899. so children will be able to recugnize It is an elegant ornamental evergreen it If not available, use pictures. shrub somewhat resembling English Bring in pieces of Oregon grape, mount holly. In the wild state it grows two and display. to three feet high. Under cultivation, Make a survey to find out how many it makes a showy plant six to eight Oregon grape plants are on the feet high, with finely cut, polished school grounds. leaves. In spring, the Oregon grape bears small yellow flowers that are Purchase and plant an Oregon gripe followed in late summer and autumn shrub as a dass project (Raise money by dark, purplish-black berries. It is by having a popcorn, cupcake, or found growing mainly in the western candy sale. areas of our state. The berries are Draw a picture of Oregon grape and a edible. picture of their favorite flower. Com- The Indians used a "decoction" (an pare the two flowers, blooms, berries, extract obtained by boiling of Oregon or seeds, etc. grape) as a tonic and medicine. The Take a field trip to observe areas in berries are slightly acid, but the early which Oregon grape thrives. pioneers reported that they make a Pick an appropriate amount of ripe "fine beverage, good pies, and pre- grapes to :rake jelly, jam, or pie. serves." Help make jelly. (Use recipe in The root can also be used to make Certo or MCP pectin package.) Apple yellow dye. juice added will give added flavor. Bake bread or cornbread on which to put jelly and serve it. Gather roots from Oregon grape. Make yellow dye by boiling roots. Dye some white material to show shades of yellow that can be made. Tie-die some old white shirts brought

31

t..t t..) from home and use them for paint shirts at school. Make stitchery picture of Oregon Erape on natural colored burlap. (Teacher should trace drawing.) Use appropriate stitches for age level. Write a story or discuss why they think that the Oregon grape was chosen for the state flower. Would they have chosen it had they been asked for an opinion? If not, what would they have chosen? Make a survey of other classes or of homes in the school area to see how many are dware of state flower, how many have state flower in yard, how many would be willing to plant state flower.

32

\\.V4, - ' ' 1 . '\.+7544/704 (1 f-A , : . , ::41; ??\ ' - ^ ' fir rij ' \ik''- l'4 \\ - I tr!: s. r ntIZ *, )°`' , vir,I,V..L=4,.:4...;//1_,'P+414 4 .2,:fv,--.4r, AI t ,-)epp ,11 4t)/ _x `A,_ it - - ' yt\fiTtpe 7at /%4t,,:* r; -2"riltre;* - 4, - 4' ( , \`4,...--(;iA /, )4 . -4 ' 9.44: , y0// 1 , I/ JA, ^ / ,r Ns, - s":"- / . 4 -;" _kik) 1.. ,.$ (47 , - % ; , ; 9;2. , -4, ",r _ s It t 4-tjf 4'. ms';,, t,?''44 Wit/ -7 410 %'-'4 State Symbol STATE TREE SUGGESTIONS Douglas FOR Fir TEACHERS The Douglas fir was designated as the Have students: official state tree by he legislature of Hear an informed personforester or 1939.Oregon was the eighth state to nurserymantalk about the name a state tree. Douglas fir, showing specimens.

The Douglas fir was chosen because ofList and/or draw illustrations of the leading role it has played in the different uses for the Douglas fir. economic development of the state.It Write or dictate individual stories grows mainly west of the Cascade from seed to end product, pretending Mountains, although it can be found in they are the products. the pine forest east of the Cascades, Read or hear the story of the Little especially at the higher elevations. TheFir Tree. Douglas fir is a native of 35 of36 Visit a tree farm. Draw pictures Oregon counties. The one exception isand/or write stories about the visit. Sherman County. The tree can be Plant a class Douglas fir tree at school identified by its flat needles about an or close by. (Teachers may be able to inch long, and its egg-shaped cones obtain small firs for children to have odd, three-pointed bracts (leaf- take home to plant.) like structures). Write to a lumber company for infor- While it takes about150years for it to mation about the Douglas fir and its attain maximum height in its natural products. state (which is quite fast growing for Use pictures to contrast Douglas trees), the most rapid growth occurs in fir with other trees. the first75years, and most commercialCompare branches and cones of timber is harvested at about this time. Douglas fir, pine, spruce, etc. Use However, on tree farms where nearly all senses to detect differences. ideal conditions are possible, treesare Find pictures of products of the sometimes ready for harvesting in30 fir and paste onto paper to form a years. The average tree harvested book or bulletin board and label them. today is 160 to 180 feet in height and3 Invite a resource person, to 4 feet in diameter, Such a size tree possibly a logger, to explain different would probably yield 10,000 to15,000 phases of logging operation in the board feet of lumber. area, bringing small tools (wedge, 35

-4, 4., So The Douglas fir produces the finest file, etc.), and safety equipment and largest saw timber of any tree in (caulk boots, hard hat, etc.). the world. It is the principal timber Make butcher paper "television" show species in the United States. It has of children's individual pictures of strength and stiffness, but a moderate phases of logging operation. weight, so that its greatest value is Draw pictures of different phases of for structural uses. However, it is logging operation on plastic roll on used for everything from Christmas overhead projector to show to trees to boat building to fine veneer class. decorations. Hear a resource personsaw mill It was named for David Douglas, a employeetell about various pro- botanist who described and named the cedures in the mill. tree (pseudotsuga taxifolia) on his first trip to the in Draw a floor plan of a mill. Chil- 1825. (See People to KnowDavid dren of mill workers may contribute Douglas.) what their fathers do. Help them locate their father's probable work areas. Use the inquiry approach to classify and label uses of fir. b 041- Write to a lumber company for doo information about the Douglas fir tyrt 41 and its products. Write to the U.S. Forest Service or State Department of Forestry for information. 101 vidi+ Invite a ranger to tell about his work Icibte in the forest. Correlate with Arbor Week topic. D°19165 NA,5 Construct a paper tree as tall as class- Wood toroducts room ceiling for experience of size relatior ship.

36 3U State Symbol STATE BIRO Western Meadowlark

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State Symbol STATE BIRD SUGGESTIONS Western FOR Meadowlark TEACHERS

The school children of Oregon voted Have students: the Western meadowlark as the state Collect pictures of birds. Describe bi' d in the spring of 1927 inan elec- and compare the meadowlark with tion sponsored by the Oregon other birds. Audubon Society. Shortly afterwards Governor I.L. Patterson issued an Observe a bird model from instruc- official proclamation to that effect. tional materials center. The Western meadowlark is commonly Color a ditto picture of the meadow- found in all parts of our state. it is lark. a year-round resident except at very Make a paper mache model of state high elevations or in heavily timbered bird. areas. It is about the same size as the Draw own pictures of state bird. robin. The back is brown and buff, while the breast is bright yellow with Leam about birdwatching in general. a black V across the chest. Discuss identifying birds by appearance, actions, and sounds. As suggested by its name, the meadow- lark prefers the open fields and Write to the Audubon Society meadowlands. It builds its nest like for Information about birds. a grassy saucer partially domed in Check with the local Audubon which it lays three to seven spotted Society on the Meadowlark count eggs. Meadowlarks are almost com- In your area, In the state. pletely beneficial to man as are most Use recordings of bird songs. Learn song birds. They eat insects, small to listen for meadowlark song. Later fruits, seeds, waste grain, and small take a field trip and identify the aquatic life. The meadowlark's meadowlark and its song. aesthetic value lies in its cheery song and bright color. Hear 8 Weal Orritthoiogist taik about birds in general and meadowlarks in particular. Learn that birds have different habitats. What is the meadowlark's? What kind of nests do they build? How many eggs do they lay? What do meadowlarks eat? Bring specimens of food to class. 39 4; s...spt.Cted Ca.?... j.e.ty tai..?:: by 14.4 F:^cath (2.1 r.ite) Meadow Lark A ye //ow breast A pretty voice Makes me Peel proud Oregon's bird

Read poems about birds. ?rei-ly Aleodoo Az r is Write poems about the meadowlark. Simple cinquains are good. Here are some mpled rules for cinquain PostrI: Line 1. Tide (one word) As I walk a- long, Line 2. Describe the title (one to four words) J -1 Line 3. Action Preith Nea-dowla.rk Line 4. Feeling Line 5. Rename the title L Learn about aesthetic values, preserva- tion of wildlife. Discuss bird's natural n Sprins,enemies, use of pesticides. Emphasize pros and cons (almost nothing is completely good or bad). S lisiv.,+a you 3; n91 Make a crossword puzzle about mondawlarks. t.fea -dow- lark I Pre4 - +y Read "Mother Snake and Brother Snake" by Billy Firethunder in Sounds of the Storyteller (a state-adopted literary text). Write a song about the m .ark. Show film/video on birds and their activities. 40 L! I 0-.1 State Symbol STATE ANIMAL Beaver

41 ,..,,-.7--___,,,_,,-,..40- -.v Y<. 4 , .fir i,/,, (',yo 'yel:1,1 "14 I ,1 7 Aor '.,:k . 1 Idlq(11 \ 4 //I !11." \ stNs.-_-_'IN\ .' \k1 ' /7/ ,,,,, ,1, ___-.., ,,....:-L- -...., \ ) / i lii1 , i( W\ [l e ,i 1/ / 1 li / d ; il 1 flli fio \ , ---:;-., -01rL- \ qiii1111 \ - :.-- \ t . \\' State Symbol STATE SUGGESTIONS ANIMAL FOR Beaver TEACHERS

The legislature in 1969 officially Have students: named the beaver as Oregon's state Discuss why the beaver was chosen as animal. state animal. Write stories and draw The beaver is found in most of the pictures. larger streams and rivers of Oregon Listen to stories about the beaver's and in high mountain lakes. He is now habits and the way he lives. protected by law, as overtrapping in Draw pictures of beaver dams and the early days of our state took a houses. tremendous toll of the then abundant supply. One hundred and fifty years Observe state flag and pictures of ago there was a tremendous demand beaver on one side of it. for beaver skins. Those of the Pacific Make beaver puppets. Use a brown Northwest were largeaveraging 60 sock and black felt. The beaver could inches from tip to tip and had a fine- tell his own story. Each beaver could haired pelt. The skins were valued at tell something about himself and his $2.50 to $4 apiece in 1834, and the home. Hudson Bay Company at Fort Make a flannel board map of the Vancouver alone received 98,288 state with felt cutouts of all the state skins in that year. Among Indians, symbols placed where they can be trappers, and fur traders the beaver located. pelt took the place of currency. Discuss why beavers were in great The beaver is the largest of the North demand in the early days, what American rodents. It has a broad, flat happens when they are almost extinct, tail, and hind feet large and fully why we must protect them now. webbed. The toes are strong, wit?. long nails, one notched to serve as a Look for and visit a beaver pond. rnmhinn claw Thp front foot aro Look for wood that has been gnawed handlike, unwebbed with claws by beaver and shows tooth marks. adapted for digging. His short, Hear a forester or lumberman talk to powerful legs make him a graceful class about beavers. swimmer, but on land he is slow and Use films and books to find out awkward. He has small beady eyes about beavers. (FilmBeaver 'aPey that are protected from injury by a is very good.)

43 transparent membrane. His hearing Tr'3 tCj Hoffman is very keen though his ears are small. Valves in ii;s ears can be cl,sed to keep out water. His front teeth are long, sharp, and grow continually. Constant use keeps them from becoming too long. His lips can be closed behind the teeth so he is able to gnaw underw iter. The beaver's mist beneficial activity is water conservation i n the forested :mountains. His small dams create ponds for supplying water in summer. Vfr

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ii _,.I.iAV 40. Ate.631 State Symbol STATE FISH SUGGESTIONS Chinook FOR Salmon TEACHERS The Chinook salmon was named as the Have students: official state fish by the 1961 legisla- ture. Research and discuss the differences between sport fishing and commercial The Chinook is the largest species of fishing. investigate fish farming and the Pacific salmon. It averages 22 the Impact it has. Visit one. pounds, with some having weighed in Have a tasting party with salmon and at more than 100 pounds! It is also crackers. A finale of popcorn rounds called the Tyee and King salmon. The things out nicely (mention that body is silvery with a bluish back. The pioneers and George Washington body color darkens as spawning ate popcorn for breakfast cereal!). season approaches. They mature in the third to the eighth year of life, most If available, have class mike (and 'n the fourth or fifth year. They die after taste) salmon caviar. Make salmon head soup. spawning in the fresh water streams to which they return. They are identified Draw the life cycle of the salmon. by the time of ylar they enter fresh water on their spawning migration. This Locate streams nearby where salmon may be spring, summer or fall. The migrate. Visit when fish are running. largest spring runs are in the Rogue, Visit a fish hatchery. Umpqua and the Columbia. The Visit fish ladders dt dams. summer runs are in the Columbia R: Jr Visit fish cannery. only, and the fall Chinook are common to most larger coastal streams, as well Invite local game warden to class to talk. as the Columbia. Make salmon kites (Japanese style). Chinook salmon provide fine sport Use coat hangers in "0" shape for fishing in rivers a..d offshore. Large mouth and brightly colored tissue

t. a a 1141111J0110 VI 11101111 QICI 4..C.UVI IL uy f::::-.c....1y. Xzng a: cti:cs commercial fishermen in offshore troll or fly on pole outide. and river gill net fisheries. The meat can be eaten fresh, canned, frozen and Create a classroom coloring book smoked. featuring the salmon and other state symbols. Enlarge pictures Salmon provided the basis for the with opaque projector. Get color coastal Indians' life and so was details from the encyclopedia. naturally held in high regard. Make smoked fish and/or fish Jb. y. Many legends, special rites, and Discuss the value to Indians and taboos were connected with the early trappers of this kind of food coming of the salmon. Special cere- preservation. monies and instructions for spearing and roasting the salmon (especially Make fish prints on paper, on the first of the year) were followed. t-shirts.

One such ceremony instructed the Make a totem of state animals. Indians to lay the salmon caught on the first day of their return to the river with the head pointed upstream. Then the Indians were to place a kind of wild raspberry, which is common along the coast, in the mouths. Thus the name saimonberry was given by the early traders to this berry. This was an offering to the gods which was supposed to control the migration of ChInoo\:c-pcOnlon the salmon. The Indians had special prayers of 6. thanksgiving for the salmon, and for the first fruits of the season (such as strawberries and huckleberries), that wers, used in the celebration and .c.,stino that took place each year. A Chehalis Indian prayer that was learn3d from the Yakimas is this: -'0 Ho whack, the Highest High and tne Greatest Great, we thank VC/ Iflrs7,2.1./.;.% tilgsCp i Mr.1/1/0 thank you for planting these berries, for putting the game in the valleys, and the fish in the rivers, so that your children can survive. We thank you that we can gather the berries and catch the salmon." 48 5 U 6t, '' ..... 4 State Symbol STATE SUGGESTIONS ROCK FOR Thunderegg TEACHERS Rockhounds throughout Oregon voted Have students: that the thunderegg be named our Set up a place to display thundei- state rock. The legislature acted in eggs they might bring to class. 1965 to make it the official rock of Share information about their rocks our state. through show-and-tell, dramatization, Thundereggs range in size from less or question-and-answer period. than one inch to four feet in diameter. See uncut thunderegg, a cut thunder- The outside of the nodule was formed egg, and jewelry made from them. by expanding gases and is usually a nondescript brown or gray. The core See a classroom display of rocks and is chiefly , , or . common to Oregon. (Many Sometimes it is only partially filled. intermediate education districts They are found in areas of ancient have kits available.) volcanic flows and ash deposits, Locate on maps where the rocks are chiefly in Wasco, Jefferson, Wheeler, found, especially the thunderegg. and Crook counties. Play a game of "Twenty Questions." Legends of the Warm Springs Indians Each child could put his :ock in box tell us these nodules were hurled from and dass would ask questions until Mt. Hood and Mt. Jefferson by tie they guessed what was in the box. "thunder spirits" who lived in the Visit a rock show or museum. craters of the mountains. The legends say that the "spirits of the mountains" Invite a "rock hound" to show-and- robbed the nests of the thunderbirds tell. and hurled the "thundereggs" to the Go "rock hounding." accompaniment of much thunder and lightning. Thu ndereggs make fine jewelry, bookends, paper weights, and other (Note: The illustration of the decorative objects when cut and thunderegg shows a cross-section of polished. a cut and polished rock.)

51 . ' * State Symbol STATE INSECT Oregon Swat Iowtail Butterfly

The Oregon swallowtail was rr ade Oregon's official insect in 1979 by the state Legislature. It is a true native of the lower sagebrush canyons of the Columbia River and its tributaries, in- cluding the Snake River drainage area.

The butterfly is predominantly yellow and is not easily captured. It is a strong flier and is part of .ne swallow- tail family of butterflies which were so named because of their lower wings. Its botanical name is Papilio orego- nius.

Other swallowtails are found through- out Oregon, the most common of which is the Western Tiger Swallowtail found in and the two- tailed swallowtail found in the ;arid country east of the Cacades. All three of these swallowtails are predomi- nantly yellow and have black mark- ings, each a slightly different, but distinctive pattern.

53 State Symbol STATE DANCE Square Dance

t.,k....)54 Stato Symbol STATE DANCE Squ-re Dance

In 1977 the Oregon Legislature des q- nated the square dance to be the official state dance. Named for the patterns t rat the dancers follow the dance has a combination of various steps performed by four couples grouped to form a square. The pionetd origins of the dance reflect the lively spirit of Oregon's heritage and "exemp- lify the friendly, free nature and enthus- iasm is part of the Oregon character." (Oreg. 7 Blue Book, 1985-86 )

Square dance groups have formed in many cities and towns throughout Oregon for fun and exercise. The dancers usually wear costumes that are typical- -very full skirts with many petticoats underneath for the women and blue jeans for the men.

A caller in person or on record "calls" or chants the directions for the steps and figures for each dance. Some- times a fiddler is hired to provide the musical accompaniment.

Square dances were a popular form of entertainment in the early days of our country when everyone made their 55 r ) k..?, , .

own entertainment and there were no radios, televisions or movies. The traditionId the fun are still a part of Oregon's social life.

t`- c. C.) 56 State Day ADMISSION DAY SUGGESTIONS Oregon's FOR Birthday TEACHERS

Our state's birthday falls on the same Have students: day as Valentine's DayFebruary 14. Bake Oregon a birthday cake. Two When the early settlers and leaders cake mixes baked in two 9" x 13" finally learned the good news about pans make a sheet cake when frosted Oregon's admission tc the Union in together and decorated by the chil- 1859, it was a bit like receiving dren. Put appropriate number of belated Valentine! News traveled candles or numerals representing age slowly in those days, so when President on top. James Buchanan signed the act of Write about the experience and make Congress ratifying Oregon's state stories in shape of a birthday cake. constitution on February 14, 1859, in Washington, D.C., it took more than Give a birthday party for Oregon. Use a month for Oregonians to learn of Cregon symbols and colors for decora- this. In fact, the state officials who tion. Sing Oregon's song. (Remind were elected at th° same time that chilJren that Oregon was the 33rd the state's residents voted to adopt state to be admitted. Point out the the state's constitution were in 33 stars on the Oregon flag. Show office almost a year before they how the stars on the American flag learmi that their positions were represent each state.) L.sal under the newly ratified Interview a senior citizen who "remem- constitution! bers when." These people are often How did the .,is that Oregon was delightful individuals who can also accepted as the thirty-third state in be invited into the classroom. the United States actually get here? Makt. video-tape enacting the arrival It was sent from Washington, D.C. of news of admission. Show to other to St. Louis by telegraph (where the classes or parents. lines ended). Overland Express tc 3k Find Oregon on a map of USA. Use the news to San Francisco and a maps of . Mark direc- steamer carried the news on to tions,411eir city, the state capitol. Portland. As there would not be a Keep it simple. boat going up the Willamette River for several days, a horseback rider Design class valentine and Happy was sent with the good news to Birthday Oregon card to send to their Salem where it was rr seived with state legislators. great relief and geral rejoicing. 57 ,t State Week ARBOR WEEK Improving SUGGESTIONS Our FO R Environment TEACHERS Arbor Day was first observed in Ore- Have students: gon in 1889, following the legislative Develop a slide show. Bring slides designation of the day as an anmal taken in forest when camping, occasion for the planting and pre- fishing, hunting. Using the serving of trees by school children. inquiry approach, list benefits Recently the first !ull week of April from the forests, categorize has been designated as Arbor Week the list and proceed with further study groups. (Culminating by the legislature because of the activity could be planting a tree importaqce of trees and the products in the name of the clots.) derived from them to Oregon's e onomy and tourism industry. Write Tree-O-Grams telling the tress how much we like them and Are trees as important to man now as why. they once were? Discuss conservation and preserva- Yes, but in a new way. Few people tion of nature. Discuss forest today believe as the early Indians did planning and replanting forests as that eDirits live in trees. Today trees a part of harvesting the forest. are held in high regard for t;ther reasons, but man stiil feels closer to Invite a foreseer to talk to the :...41ss nature in a forest than in the city. about his work. This is why our government has set Make a list of the ways trees help u3 aside large 'lrest areas for the public (products, clean air, soil conservation, to use. food for wildlife, etc.).

Man is a part of nature and he wants Visit a nursery to learn about the and needs the products of the forest. variety of trees and shrubs. He has learned that the forest is a Use microscope to look closely renewable resource. With planned at leaves and bark. (Relate to harvesting and replanting, he can have science concepts.) forests indefinitely. Examine good cross-section specimen In Oregon there are over thirty and c of tree rings. Count rings (time half million acres of fores land, both concerts). publicly and privately owned. There Collect variety leaves Oem are two distinct forest regionsthe io make designs. 59

C Douglas fir region west of the summit Develop interest in growing things of the Cascade Mountains, and the by starting a terrarium, sprouting Western pine region eastward. seeds, bulbs, leaves, etc. Forests not only provide the livelihood Correlate with study of state tree and for many Oregonians, but they also flower. contribute to the state's economy and Make leaf prints. its beauty. Trees help clean our air, Make leaf fossils. provide shelter and food for wildlife and provide aesthetic value for every- Make a sandbox forest with sticks and one. other natural materials. Includer' plain area of so;i and show erosion The public schools are charged with by pouring water on downhill slope. using Arbor Week as a time to make pupils aware of the benefits that Check playground area kr examples of come from preserving and perpetuatingerosion after a rain. our forests. This is a time to foster a better understanciirtg of our environ- Compare forests withMEldowlands, ment and the means to preserve and coastal beaches, high bare mountain improve it. peaks. Coordinate with the explorations and research by David Douglas ("People to Know").

60 4. State Week WOMEN IN HISTORY Recognizing SUGGESTIONS Significant FOR Contributions TEACHERS

The second week in March has been Have students: designated as Women in History Research famous Oregon women Week. Oregon has many women and publish "Who's Who in Oregon." whose lives and achievements are worthy of commemoration. Classify jobs according to tradition- al female work and traditional male Frances E. Willard (1839-1898) was a work. Discuss the changes that famous American educator and social have taken place and why they reforrr ;. Much of her fame comes have. from her organization of the tempe- rance movement. Her plan was used Think about the difficulties that for national prohibition as set forth in faced women who tried to break the 18th Amendment of our Constitu- out of their traditional roles in the tion. She was also a strong advocate 1800s and early 1900s. of woman's suffrage. Make a list of nontraditional Jobs Another advocate of obtaining voting women are doing today. rights for women was Abigail Scott Duniway who came to Oregon as a Interview a woman business person pioneer child. (See "People to Know ') In your community.

Women of the 20th century who de- Invite a professional woman to serve recognition include Edith Green, speak to the class. former Congresswoman from Oregon who served in the Haus- of Represen- See pages in this book about Abigail tatives from 1954-1974. According Scott Duniway and Sacajawea for to her son, "She was the first woman other activities. in the country to be elected to Congress on her own." She is parti- Make a collage showing women at l cularly remembered for her work In many professions. 61

PA.., tc,) firm support of education and oppor- tunities for women to attend college. Mrs. Green died in April, 1987.

Outstanding women in other fields are Dorothy McCullough Lee, mayor of Portland in the i50s, N na Paulus, Barbara Roberts and Wendy Roberts in state government, and Mary Decker Slaney, premier distance runner.

62 t' Indian Legend WATER FALLS How The Willamette Falls SUGGESTIONS Were FOR Made TEACHERS

In times long ago before there were Have students: many people in the world, the Hear or read simplified version of Indians believed that the trees and legend. animals moved and talked like human Learn some Indian sign language. beings. They tell this story about how the Willamette Falls were made: Play a game like charades using the sign language. Or just use the sign "Let's make a waterfall across the language we use today and play river," said Meadowlark to Coyote. So regular charades. they made a rope by twisting together young hazel shoots. Holding one illustrate different points in the story end Meadowlark went to one side of so that when displayed in sequence, the river. Coyote stayed on the other they will tell the story. side. Carrying the rope between them Make up their own legends to explain they went down the river to a place some natural phenomena such as "why near where Salem is today. They there is rain" or "how mountains are stopped and Meadowlark said, "Let's made" or some natural formation make it here." nearby. (Explain that Indians often But Meadowlark spoke in Clackamus used animals that act and talk like and Coyote only knew the Kalapuya humans, so they can incorporate language. He did not understand that idea in their stories.) what she said. Instead of making Write a group story to which each waterfalls, he turned some animals student contributes. into rock. Take a field trip to see the Oregon Meadowlark and Coyote walked on City falls. down the river to where Oregon City is today. "Let's make the waterfall Take a field trip to see the here," said Meadowlark. This time she Oregon City falls or local water- used sign language and Coyote under- falls and relate It to the legend. stood. Make shoe box dioramas. So they stretched the rope tight. Dramatize the legend with students Coyote pulled hard. Meadowlark or with puppets. pulled with all her might and pressed her feet hard against the rock she was standing on. Then Coyote 63 called on his great powers and turned the rope into rock. The river poured over the rock. So that is how the Willamette Frlls were made at Oregon City and not at Salem.

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64 Indian Legend CRATER LAKE Home Of The SUGGESTIONS Great FOR Spirit TEACHERS Crater Lake is Oregon's only national Have students: park. Because of the intensity of its Write the National Park Service, color and the uniqueness of its Interior Building, Washington, D.C. formation, the Indians have many 20240, for folders and information legends about the lake. The legends about Crater Lake. usually make the lake and the Inquire if anyone in the area has mountain around it the dwelling place worked as a guide during summer of the great spirits that rule their lives, months at Crater Lake. If so, invite and they regard it as a sacred place them to class to share information where they are not welcomed. about it. The Klamath Indians tell this story Pantomime the Indian legend of about Crater Lake: Crater Lake. A band of Indians were returning Discuss legends in general. Why did the from a hunting trip and went up a Indiars make up legends? How were me stain. At the top of the mountain these legends passed down? they looked into its crater and saw a most beautiful blue lake--bluer than Dramatize the legends. the skies above it. They were awed Illustrate the legends. by the intensity of the blue depths Choose an Indian name for them- znd by the smoking island in the selves and write the reasons for choos- lake. They were sure it was the home ing it. of Llaos, the Great Spirit. Write an Indian name for someone in Feeling t' .at they had invaded forbidden ground, they quickly class and let the dass guess for whom the name is intended. retreated down the slope and made camp for the night 3 fitting distance Discuss ',alien cultures, past and away. present Consider such things as: But one of the Indian braves could Why and how have Oregon tribes not forget the beautiful sight. He changed? Can we understand their could not resist going back to stand old ways and their legends and on the rim and gaze at it. When he appreciate their heritage? came away he felt much stronger. He Draw or write a narration for a tele- went again and came away stronger vision do, tntary about Indians and more powerful. After a third using a "7 .an and Now" theme. 65 CJfr visit he grew daring and decided to go down the steep side of the crater. He bathed in the beautiful blue waters. After this he was the strongest and most skillful warrior of the tribe. Other Indians wanted to do as he had done. So they, too, looked at the lake and bathed in its waters and each one came away more powerful than he had been before. They were better hunters, faster runners, more sure of their skills. Butle day, for some unknown reason, one Indian brave, when he was bathing in the lake, killed one of the creatures that lived in the water. Suddenly hundreds of lake creatures, or Llaos, :ame from the water, rushed after the warrior and killed him. This ended the spell for all Indians, and they now knew that they could no longer go to the lake. The fathers told their sons, and those sons told their sons even till today that "death will come to any Indian who even dares to gaze upon the talue waters of Llaos Mountain."

66 Indian Legend MOUNTAINS Bridge Of SUGGESTIONS The FOR Gods TEACHERS The Great Spirit placed his sons upon Have students: the earth. They were Klickitat in the Make a topographical map of Mt. north and Wyeast in the west. Between Adams, Mt. St. Helens, Squaw Mt., them was the Great River which was Mt. Hood and Columbia River area. crossed by a natural bridge. The Make a relief map of the area of the Great Spirit placed Loo-Wit as mountains. (Modeling mixture: 2 c. guardian of the bridge. All was peace- salt, 1 c. flour, 1 c. water. Mix ful and happy until beautiful Squaw until smooth and pliable. Form on Mountain moved into a valley between piece of pqwcad. Paint when dry.) Klickitat and Wycast. Discuss formation of the Cas;ade Now both brothers fell in love with Range. Squaw Mountain and soon they See films and filmstrips about began quarreling with each other. volcanoes. At first they argued, growled, and rumbled at each other. They stomped Make up a legend about something their feet and spat ashes and fire in in their own community. the air. They belched forth great a) Pacific OceanWhy the waves cicuds of black smoke so that the never stop sun was hidden. Then they hurled b)Sruo-e Riv. VO,i the river is tihitehot rocks. Finally, they callea the Snake threw so many stones onto the Bridge c) Why it rains so much in thii o: the Gods and shook the earth so "ard that the bridge broke in the Learn how legends vary. (Choose a middle and fell into the river. short st.)ry. Seiect three or four Loo-Wit had tried to stop the fighting. children. First child reads story or has story read to him. He tells the story When she could not stop it, she to a second student while class stayed at the bridge and tried to save it, but when it fell, she fell listens [the selected children do not hear the story until their turn comes] also. The Great Spirit knew of her . Second child repeats the story to faithfulness and said that he would third, and third to fourth. The teacher grant her one wish. She asked to be reads story and class discusses how it y 'ng and beautiful. And so we has varied by being retold.) see her today stpneing young and beautiful as Mt. St. Helens (in Act out legend while narrator reads. 67 L Washington). Nearby stands tall (Mountains can be made of butcher Klickitat, whom we know as Mt. papercone shaped and large enough Adams, and across the Great so child cm get inside. Crumpled River (the Columbie) stands Wyeast, colore,t aper can be "hot rocks Oregon's Mt. Hood, the most arr' are" thrown from hole in the top. beautiful mountain of all! Class could write legend in own words after hearing it read or told to them.) Depict the Indian legend by making dioramas (shadow boxes) in shoe boxes. Glued inside in three-dimension fashion are cutouts from colored paper, magazine), etc., of characters, scenery, animals, etc.

68 People To Know DR. JOHN MCLOUGHLIN Father SUGGESTUAS Of I-OR Oregon TEACHERS

The 1957 legislature bestowed upon Have students: Dr. John McLoughlin the honorary Retell the story m their own words. title of "Father of Oregon" in (Teacher can present material on recognition of his great contributions Doctor McLoughlin in simplified to the ealy development of the Ore- version emphasizing his kindness, gon Country. helpfulness and good neighborliness to all.) Doctor McLoughlin was a tai;, imposing man trained as a physician. When the Write a group story to be reproduced Northwest Fur Company united with and put into their Oregon booklet. the Hudson's Bay Company, he was Draw Dr. John McLoughlin's portrait put in charge of the Columbia (Show them a picture of him and (River) Region. He arrived in thearea describe him as a stern-looking man.) in 1824, and when was completed in 1825 he made it Draw pictures of him helping Indians and missionaries. the headquarters for the entire district, which included the southern interior Tell about what "good citizenship" and coastal region of the area west means to them or describe how Dr. of the Rockiesat that time jointly Joh 1 McLoughlin was a good citizen. held by the United States and Great Dramatize the life of Dr. John Britain. From here he directed the McLoughlin as Oregon's first doctor. far-flung operations of the fur trade Find out about medical tools and Although it was in the inierests of his methods available at that time. fur company to keep the k...xl sparsely Take a field trip to Oregon City to see populated, Doctor Mcl oughlin McLougNin's house. (Coordinate with sympathiied with the early settlers. legend of Oregun City waterfalls.) until his resignation in 1846. Take a field trip to Fort Vancouver, He was known to the Indiansas the Wash. (Coordinate with other "White-Headed Eagle." He dealt travelers who came to that fort strictly but justly with the Indians,as David Douglas, etc.) witnessed by the fact that therewas Discuss fur trading, seals, beavers, and no serious disturbance in all his how beaver hats were in style in territory during more than 20years England at that time. (Coordinate of his rule. with study of the beaver.) 69 t-7,, a,..) He treated them generously, allowing Construct a fcrt on a table. missionaries to settle and giving early Make a mural for the wall using pioneers seeds, food, and the help theycorrugated piper and sticks for needed after the long, hard trip from trees, etc. the East. Pretend they are children who have Because of his despair with the fail- come to Doctor McLoughlin's ure of Britain to colonize this area, he store to buy candy. Tell what they resigned his position with the Hudson's might see and how they might feel Bay Company. After the territory in a pioneer store. became American property, he became an American citizen (1848), Dramatize an incident at the Hudson's and settled in Oregon City where he Bay Trading Post w n a group of set up a store. Indians bring in fur pelts to trade. His house in Oregon City was Dramatize the arrival of a new buil, in 1846, a two-story house on family to the Alorthwest. How will Upper Main Street. In 1909 it was they feel after tr.veling so far? Will moved to a park which Doctor they be in need of friends? Tell how McLoughlin dedicated whet. Oregon they will look for supplies and how City was ::,st planned. It is now a Doctor McLoughlin might help them. museum and national shrine and g otb i contains many items that were actually 0,v1..,1,31,1in used by the McLoughlins. Dr. jo k.-

He had at one time married an Indian . .4,4,,, woman, but later married Marguerite ,---...... , W. McKay and they had a family of / four children. He died in 1857. A statue of Doctor McLoughlin can be seen on the Capitol grounds inSalem, and his picturo is the focal point of one of the large mura:s inside the Capitol rotunda.

7C7 e7

A ...i. People To Know TABITHA BROWN 1 Mother SUGGESTIONS Of FOR Oregon TEACHERS

Tabitha Brown is officially the Mother Have students: of Oregon. She was chosen by the 1937 Oregon Legislature because Retell the story of Mrs. Brown's life she "symbolizes the vigorous in their own words. enterprise and humane spirit that continue tc enliven this state' and Listen to the diaries of Mrs. Brown she represents "the distinctive read from Hal, .4' book. pioneer heritage and the charitable and compassionate nature of Write a play about Mrs. Brown's Oregnn's people." Jo urney to Oregon and act it cut.

Mrs. Brown was born in 1780 in Discuss what kinds of work the Massachusetts as Tabitha Moffatt. boarding students at Mrs. Brown's Her father, i.. doctor, saw to it that she might have helped with. was well educated. In 1799 she married a prey der named Clark Brown. Mr. Bro, n died in 1817 leaving Mrs. Brown with her three children to provide for. She taught school and kept a boarding house to earn money for their livelihood.

In 1846 she decided to move to Oregon with two of her children and their families. They arrived on Christmas Day ;,11446 after a nine month trip that was full of delays and hardships. She stayed with a Mr. and Mrs. Clark, missionaries from New York, in Tualatin, with whom she established a school for omnans. Mrs. Brown agreed to receive thr' children, rich and poor alike. Those

71 who could, paid $1 a week for board, (Tabitha Brown - continued) room, washing and all, which she In the spring of '49 we cz 'led for providedlaboring "for nothing" for trustees; had eight appointed; they ona year. Mr. Clark and others voted me the whole charge of the donated provisions if there was not a boarding house free of rent; estab- 'sufficiency of cash coming in to lished the price of board at $21.00 a sustain the poor." She taught them week, and whatever I made over and practical skills, manners, and hymn ar,ove my expenses was my own. In singing. As the years went on. she '51 I had forty in my family, at $2.50 a was regarded as the energy that en- wed; mixed with my own hands 3,423 couraged the men to keep the school pounds of flail. in less than five going. months.

Mrs. Brown's journal tells about her Mr. Clark, for the establishment of the work: The last Saturday night in April I school, gave over to the trustees one- arrived at the Plains again; ound all fourth section of land for a town plot. things in readiness for me to go into the A large, handsome building is upon the Old Meeting-Home and duck up my spot we selected at the first starting.It chickens the next Monday morning. has been under town incorporation for The neighbors had collected together two years; and at the last session (of what broken knives and forks, tin pans ,hs legislature) a charter was granted and dishes they could part with for the in connection for a University to be Oregon. Pioneer to commence calls, the Pacific University...." housekeeping. A well educated lady from the east, a missionary's wife, was Tabitha Brown died in 1858 in Salem, the teacher. My family increased Oregon. She is buried in the 7.-inee- rapidly. In the summer they put me up Cemetery off south Commerical Street a houseI had now thirty boarders of in Salem. all sexes and ages, from 4 years old to 21.I managed them, did almost all of (Quotations taken from Covered Wagon my own work, but the washing, which Women. Vol I, edited and a--'led by was always done by the scholars. Kenneth L. Holmes.)

72 7v People To Know CAPTAIN MERIWETHER LEWIS Finding SUGGESTIONS A Way FOR West TEACHERS Meriwether Lewis was borni Virginia Have students: not far from the home of Thomas Tell the story of the Lewis and Clark Jefferson. Their families were good Expedition. Perhaps read a story about friends. the two famous explorers. ;lb; eLl he enlisted in an expedition Write a simplified version of the story. to quell the Whiskey Rebellion in Produce a play depicting one or several western Pennsylvania, and then joined of Lewis and Clark's advent ires. the regular army in 1797. Show the route of the Oregon He was L. ,n by President Thomas Trail on a map with special emphasis Jefferson 1,.. become his privase on the in-state part. (The State High- secretary in 1801, and this led to his way Department has an excellent map appointment as head of an expedition atailable for the asking.) to explore the Louisiana Territory in 1303. Set up a "typical camp" in the class- room. Take part in activities involving The expedition set out from St. the routines of camp life. Louis, , in 1804 and arrivedat the mouth of the Columbia River whereMake a model of Fort Clatsop out of they w; tered in 1805. Theircamp to.ogs or ice cream sticks purchased was called Fort Clatsop. It was from art/craft supply. located just south of , Paint mural showing specific areas of and was chosen because the hut.ting the trip. was good and the ocean was easily reached so that the expedition could Tell about histoi!cal places they have visited. make their own salt. In fact, the salt cairn can be seen today at f.lea- Stury mapping techniques to under- sidea pile of rocks on which the fire sta t Lewis and Clark were was built. Ocean water was boiled doing. Print on cards (or ditto) constantly to evaporate the v.ater ard questions for map study such as: leave the salt. If I lived in (your town or During the expedition Lewis proved to another) what direction would Igo to be a resourceful and brave leader. reach Portland, the ocean, Pendleton, Among the Indians he was called etc. "Long Knife." He reported that the What counties would I cross to go Indians with whom he dealt and wh3 from Grants Pass to Crater Lake, 73 74.; he put in charge of various jobs such or Crook County to Baker County, as supplies and horses, were very etc. trustworthy and dependable. Find the county seat of . He had many exciting adventures. One Plan a Captain Lewis Day or Week. day he was returning to camp and Write poems of his bravery. killed a large buffalo. He was so intent on getting the meat, he forgot to Come dressed as explorers-1804 reload. Suddenly he looked up to see a style! Bring compasses and map-mak- large brown bear not 20 paces away ing kit, (premake in class the week coming for him. He escaped by leap- before). ing down an embankment into waist- Map a journey through the -Jeep water. He reloaded his gun after school grounds or near-L, park. the bear departed and continued Follow tht. -nap. toward camp. On the way he was Plan a menu of what they think surprised by a crouching, snarling Lewis and his men might have eaten on wolf (probably wolverine). He shot their journey. Prepare and eat on the animal, which disappeared into Captain Lewis (Ay. Suggested menu: a burrow. Then a short way farther Buffalo Stew (made with beef, on, he ;vas charged by three bull potatoes, and vegetables), Sacagawea buffaloes who came to within 100 Corn Bread (any corn bread recipe), yards of him and came to a sudden Discovery Salad (carrot sticks and stop. Late that night he rejoined his peanut butter), Expedition Dessert party. However, the climax to these (applesauce). adventures was toppeo off when he awoke the next morning to find a large Visit salt calms that Lewis and rattlesnake coiled on the trunk of the Clark made In Seaside. tree under which he had been sleep- ing! The party returned to St. Louis, Missouri, in September 1806. Lewis, along with Cark and Sacagawea, is depicted in one of the stone sculptures at the entrance to the Capitol in Salem.

74 People To Know CAPTAIN WI LLIAM CLARK A SUGGESTIONS Great FOR Leader TEACHERS

William Clark was born near Charlottes- Have students: ville, Virginia, in the county nextto Read portions of books about Captain the Lewis family farm. They con- Clark. Talk about The time when he sidered themselves near neighbors, lived. and the two boys grew up as close Ma'.e a continuous "filmstrip"on friends, although Clay. was four butcher paper depicting the major years older than Lewis. events in Clerk's life. Write sentence William was the ninth child in the labels for each picture. Wind endsonto family. An older brother was George cardboard rolls and turn as several Rogers Clark, who distinguished him- children narrate. self as a soldier in the midwest. Make simple maps showing the route When he was 14, the family moved Lewis and Clark followed in their to Kentucky Although his trPvels. schooling was scant, William developed Play imagination gameHow do self-reliance ?rid boldness that made you travel over mountains where there him a leader among men. At 19 he are no roads? H ow do you get around joined the infantry, and two years rapids and rocks in the rivers? How do later Lcame a Captain in the militia. you get through forests with few, if He was promoted to Lieutenant in any paths? etc. the infantry and served under Mad Anthony Wayne. By the time he was Taste beef jerky, edible wild berries, 25, his capacity for leadership was etc., to stimulate discussion about recognized and rewarded. He even what explorers might have eaten on found himself a superior of Meri- their journeys. How did they get salt? wether Lewis on one assignment with Where did they get water? Wayne's troops. Draw type of log houses explorers lived in (using pennies and rulers). With this renewal of their friendship, it cannot be considered surprising Prepare a skit or playlets ofevents that Lewis immediately chose to have in the Lewis and Clark journey, such Clark as his co-leader on the trip of as: the first sight of the Columbia exploration to the Pacific Ocean. River, Christmas at Fort Clatsop. Clark was known among the Indians Pretend they arc traveling with Clark. as "red.hair chief." He had a natural Write a letter tc tell the folks back ability to gain and keep the Indians' home what they are seeing. 75 P-'7 ,' , Li respect and trust. I n this and other ways, Clark proved invaluable to the expedition. The two leaders worked well together and their earlier child- hood friendship grew stronger. On their return to St. Louis, Clar'. was appointed brigadier-general of the Territorial Militia and Indian agent by President Jefferson. When the M;ssouri Territory was formed, Clark was appointed governor of the Territory four times, until Missouri became a sf-'e in 1820. Then in 1822 he was made superintendent of Indian affairs, a post that he occupied until his dcz..th in 1838. Clark saw to the publication of the journals of the expedition in 1814. Clark is shown at the state Capitol as part of the out:ale and also in one of the rotunda mural:.

M

76 People To Know SACAGAA EA SUGGESTIONS Fearless FOR Teenager TEACHERS

Sacagawea was a Shoshone Indian Have students: woman who became famous for the Discuss The interdeper.icricy of man. help and guidance she renderedto (Today we call in an errt in the Lewis and Clark Expeditionto the specialized areas to help; experts Northwest in 1805-06. become so with experience r.7.d study. Although common usage spells her How did Sacagawea learn about the name, Sacajawea, the Indian language wilderness? Why did she learn these spells it either as Sakakaweaor things? From whom did she learn? Sacagawea, which is translatedto Could our teenagers today know all mean the Bird Woman or White Bird they need to survive in our culture? Woman. How do we learn now?)

Sacagawea was born near Salmon, Invite a forester or experienced Idaho, and as a young girl (12-14)was hunter to talk abut the wilderness taken captive by the Kidatsa Indians, and survival techniques and hazards. part of the Mandan tribes in the Make a table top scene of the typical upper Missouri River region. In her ampsite of the Lewis and Clark teens she married a French-Canadian expeditionor of their traveling guide and interpreter by thename of meth-ds. Toussaint Charbonneau. (Shewas Make a mural or backdrop for a table either bought as a slave or won in a top scene. Map their route on a gambling game.) When Charbonneau bt.: lin board. Draw and/or cut was hired for the Lewis and Clark pictures from magazines depicting Expedition, she came along with the wildlife and scenery they might her newly born son, Baptiste. have encountered. Having a woman wai the expedition Draw scenes f.i the Lewis and meant to the Indians that this wan Clark expedition. (Write situations not a war party. Clark wrote, "A on cards for the children to draw, woman with a party of men is a from which to relate ideas or to token of peace." Thus, her dramatize solutions. Example: need presence no doubt helped their to cook a deer; came upon a water- passage through hostile country. fall in their boats; came upon an Sacagawea was at 17 a sturdy angry bear; a man breaks an arm; traveler. Brave, strong, competent, ran out of meat: shoes worn out; and industrious, she greatly aided the etc. How might Sacagawea be better 77 Szarea wasan Indian. She helped Lewis and

Clark She foundfood. expedition by her quick reactions and sensitive doaling with the Indians they met. At one time when the waves of the river threatened to swamp the Sacagawea was rrerry. boat and wash valuable supplies away, Sacagawea grabbed her infant with one at solving some of these than the white hand and the precious medicines, manand the other way around?) instruments, and papers w .h the other. Visit local historical museum, if Through her, the group got horses available. from the Shoshone peoples for Take a bus ride into the country. trang.ortaticn across the Rocky Mountains. Later on they had to eat Try to find ways that Oregon looks different from !hr way it did years the horses to avoid starvation. Many ago. How did people cross hills, times she pointedut the sh)rtest or plains, and rivers without buses and the easiest way to tollow through the roads? mountains. There are two conflicting theories Try to plan a hike End cook out the about the fate of Sacagawea. The most way Lev.:s and Clark might hive done- popular theory maintains that a few no roads, no maps. Designate years after the end of the expedition, responsibilityright man for the she left her husband (reputedly right job. Then take a trip! because of cruel treatment). It is said Let small groups put together a play that she late' married a Commanche for the class or for other classes. brave and her final years were spent on the Shoshone Reservation where she Read stories about Sacagewea and died at a great age (97.100). tape record them to be played for the entire class. Give oral reports about Sacagawea is reputed to .gave more books read. statues, monuments, and plaques in her honor than any other woman in Write stories about Sacagawea using the nation. Two mountains, one peak, Indian picture writing. (SeePeople one river, three parU, and one to Kno:/, Chief Joseph.) museum have been oamed after her. When visiting the state Capitol, One statue can be seen in Washington take special note of mural carvings Park, Portland, Oregon. and statue of Sacajawea. 78 People To Know DAVID DOUGLAS SUGGESTIONS Roving FOR Scientist TEACHERS

David Douglas was born in Perthshire, Have students: Scotland, in 1798. He was a hotanist Identify Douglas fir and sugar pine in of some note in England and made areas where it grows. Ask studc.t in several (rips to he Pacific Coast to junior high and senior high speech explore the new found flora and classes to tell the story of David fau na. Douglasin person or on tape. In 1824 tha 25-year-old botanistwas Discrr, concept of the elapse of time sent by the Royal Horticultural in year.. How long ago did Douglas Society c' ondon to the Pacific travel? When did he explore in Oregon? Northwest. He made his headquarters Relate to ages of grandparents, parents, at Fort Vancouver. In Oregon he themselves. How many years does a traveleC in the Willamette Valley, Douglas fir or sugar pine live? down the Umpqua and McKenzie Draw a timelinehorizoial or Rivers, and along the coast in the Coos Bay area. verticalto help develop time concept (Sc 3 Douglas fir and Arbor Dr;sugges- Douglas suffered many of the hard tions.) ships of the pioneers, although he Get a set of live trees from Forest often was safe in wandering alone Service. Demonstratin. sets are avail- among the Indians btcause they able en loan. believed he had supernatuial powers over the flowers and trees. Interview Forest Service personnel.

During his travels he discoveredmore Invite a forester to talk to class about than 50 species of trees, including the modern forest practices"multiple

Douglas fir and sugar pine, and. )re use," "clear cutting," "thinning," than 100 kinds of shrubs, ferns, and etc. other plants. He collected seeds and Visit a commercial forest area to see specimens as he traveled, but often modern meulds. (Society of Amer- lost whole or part of the collections ican Forester.....ruld probably when his canoe overturned or the provide a guide and could recommend rains spoiled them. He noted his areas to visit.) difticulties as a collector in his Invite a Forest Service person to talk journals. On June 16, 1826, he wrote, to the class and tell about the work "L ast night I was much annoyed bya his agency does. How does it help to herd of rats which devouredevery keep Oregon beautiful? How can we 79 8, particle of seed II ad collected, cut help? a bundle of dry plants almost right Take a field trip into forest to gather through, carried off my razor and pine nuts. soap brush." Make a map of Douglas's travels in Another time he relates that he was Oregon. trying to find the kind of pine trees from which the local Indians were eating seeds like nuts. (It was sugar pine.) When.at last he found a fine stand of the sugar pine, he gathered a fine collection of cones. Somo Indians who were unfamilar with him appeared. Douglas wrote, "I put myself in possession of a great nur.iber of perfect cones, but circumstances obliged me to leave the ground hastily with only three; a pal ty of eight Indians endeavored to destroy me." He met an unfortunate end at an ea, iy age when he was traveling in the Sandwich (Hawaiian) Islands. He fell into a pit made by the natives to trap wild cattle, and was gored to death by a wild bull that had been trapped there. David Douglas is well remembered in Oregon for the Douglas fir and the Douglas maple.

800 L_, People To Know JASON LEE Missionary and SUGGESTIONS Fcunding FOR Father TEACHERS The Reverend Jason Lee, his nephew Have students: Daniel, and two other Methodist Construct sandbox map of Oregon. missionaries came to Oregon and set Place mission, Indian settleir rit early up a mission station and school near trails on it. the present day Salem in 1834. Discuss the importance of religious They came in response to an unusual men in the founding of our country request. In 1832 four weary and and the founding of our state. starving Indians arrived in St. Louis Make a mural showing various stages after a long walk overland from the of settlement or depicting out- West. Three Indians were from the standing events and people such as Nez Perce and one was from the Jason Lee. Have each scene done by Flathead tribe. They came looking two or three children. for a copy of the white man's "Book of Life." People of the town were Ask a Methodist minister to talk very moved by the determination of about the early church in Oreon. these Indians. These four missionaries Locate and visit any historic churches responded by returning with two of in your area. the Indians to bring the "Word of Construct or illustrate the interior of God" to the Indians. However, a pioneer church, where everything conversion of the Indians was not was handcarved or hewn. Talk about .successful on the whole, and the tools needed and the skills used. evi.-ntually the Rev. Mr. Lee concen- tioted his work among the white Find out what became of Nez Perce settlers. and Flathead tribes. (Use Bury my Heart at Wou led Knee, by Dee The Re:. I. Lee tried hard to get the Brown, p. 300-304.) Discuss moral United States to officially make Ore- actions of Indians and whites. gon a territorial possession. He traveled East to talk t.) the officials. Ask minister or parent to bring copies Not immediately successful, he of Bibles typical of those used by 'eturned leading a p-,.-ty of 51 settlers pioneers and early settlers in their to the Northwest. As of 1840, this homes. was the largest group of genuine Research information about their settlers to come and start farms. own first schools in their community. As the years passed, Jason Lee had Local senior citizens (perhaps grand-

81 many disappointments. He was patents) may be asked to share ', removed from being head of the recollections. mission. Both his first and then his Contact the Oregon Historical second wife died. In 1845 he died in Society, 1230 SW Prk Avenue, the East on a trip to raise money for an Oregon university. Portland, Oregon 97205, for low-cost information. Contact your local Jason Lee is recognized today as the founder of Oregon's capital city of historical society for information Salem, and the founder of and speakors. Willamette University. His general influence in the settlement of the Make rubbings from early area was great and lasting. A statue of gravestones in your local this tall, kindly, devout man can be cemetery. seen on the Capitol grounds in Salem. Visit the Lee House located Gil Mission Mill Museum grounds in Salem.

82.is t....(.....; People To Knnv GEORGE WASHINGTON BUSH SUGGESTIONS Black FOri Pioneer TE iERS

"George Bush was the wealthiest man Have students: that came to Oregon o: Washington Make a cooperative book on the life during the early pioneer days." This of George W. Bush. (Each student was the reputation of George Wash- contributes at least one fact which the ington Bush as reported in thlregon teacher writs on a chart. Student Statesmanyears ago. then makes a picture of his part, Mr. Bush had made his money by writes the information with the picture, raising stock, first in Illinois and then and all are made into a book.) in Missouri. He built the first house in Read sto..es of other black pioneers. what is now Boonville, Missouri. Dramatize an event in the life of Bush. Just before moving there to escape Discuss early travel to the Oregon slavery, George Bush had joined a country. Use stories of early pioneers, trapping party. They crossed the Mud, filmstrips. Rocky Mountains, came through the Calif rnia area Feld by the Mexicans Write stories, such as: "Friendly Mr. and up the Pacific coast as far as Bush," "Mr. Bush must Move On," the Columbia River. They then turned "I Met Mr. Bush." back toward St. Louis. The journey Make a picture story: "Mr. Bush, a took almost twc years and no doubt Great Man." turned Bush's thoughts to the west Create an original play about the life when he felt it was time tomove again. of Bush or some par. of it. He assisted in organizing the Emigra- Make a mural of the life and migrations tion of 1844. He helped finance of Bush showing the good he did "eve;a1 families so that they could regardless of his status under move west. There were four other territorial law. blacks in the group. Two were women (Eliza and Hannah) whose namesare Write reports: Should Mr. Bush have 'the only thing we know about them har., the same rights to live here as the and the other two men (Scott and other people? Why? Bobbin), came with Colonel Discuss changes in the laws relating Nathaniel Ford and settled in Polk to rights of minority groups in Oregon county with him. and changes in people's attitudes The party came along the Oregon toward minority groups. Trail and Bush considered stoppingat The Danes, but he was not welcomed so he moved on to the Willamette Valley. The fertile valey lands were tempting but there were to.; many "Yankee settler?' there. Just at this time the legislative committee for the Provisional Government had passed a law foi bidding slavery and a/so the immigration of b!acks to the Oregon Territory. The southern influence was strongly falt in Oregon in these years. Peopie in Vancouver advised Bush that if he settled north of the Columbia River no on; would bother him about this law. co he and his family chose to settle just south of the present city of Olympia. The area is still called Bush Prairie. Bush Praiiie was developed into the showplace of the region. Bush had brought fru't and shade tree seeds across the plains with :-.!m, and he and his sons soon had a prosperous farm. He was wed known for his kind and generous spirit and helped many a travelworn newcomer with gifts of potatoes, wheat, and beef to help them until they could grow their own. So well regarded was George Bush that settling in the Territory. Later in the in 1851 a law was enacted by the Washington Territory (organized in Territorial Government in Oregon 1853) a special bill was passed there exempting Mr. Bush from the general giving Bush title to his Washington law that prohibited blacks from farm lands.

84 People To Know ABIGAI L SCOTT DUNI WAY Advocate For -UGGESTIONS Women's FOR Rights TEACHERS Abigail Scott Duniway was born in Have -Indents: Illinois in 1834. On the way to Oregon,Briny a.tides frnm local papers dealing her mother died, but her father and with "women's lib" and c..mpare them eight brothers and sisters continuad on with the thoughts of the 1870's. west. They settled in Lafayette, Ore- Dramatize parts of Abigail Duniway's gon. When she was 18, she taught school in C,cinflati, Oregon (now life. Show how people felt about what she was doing. called Foie) and the following year married Benjamin C. Duniway. He Interview or invite to the classroom died in 1862 so Abigail went back to some women who are active now in teaching school to support herself public affairs. her four children. At A.oany she Use role-playing as a mans of clis- s.ted a milliner' business. ..ussing why for a time only meal In 1872 she became publisher and could vote; what people said to bring editor of the paper, The New North- suffrage to women; etc. west. Her work took her to Portlana. ,shy she got involved in This paper pioneered in woman women's suffrage. Did being a widow suffrage and equal rights for women. raising a family make a difference? Abigail lectured extensively during her Ask librarian to find some of Mrs. publishing career, which extended from Duniway's books of stories and 1871 to 1887. In 1887 she moved to poems. Idaho to aid the woman suffragemove- ment there.' 'hen it was adopted in Invite the women's editor of local Idaho in 16 .i3, she resumed to Oregon paper to talk to class. and worked for it until .he adoption ofAsk cow ity clerk to talk about vot- the suffrage amendment in 1912. ing practiceshow many womenmen Interestingly enough, Harvey Scott, vote now? then editor of , was one Discuss Haney Scott of the Oregonian of the most outspoken critics and and other early newspapermen and opponents regarding woma. suffrage their influe ice on Oregon history. in Oregon. Mr. Scott was Abigail's broth...0 This obviously didn't deter Produce a dass newspaper. Children her! could choose an editor. )iscuss what the editor does. Have each child contribute news to the paper. 85 Coordinate with study of Women In History Week (see state weeks). People To Know OLD CHIEF JOSEPH YOUNG CHIEF JOSEPH Valiant Leaders SUGGESTIONS Of The FOR Nez Perce TEACHERS

Two of the most famous Indian leaders Have students: in America are Old Chief Joseph and List preconceived ideas regarding Young Chief Joseph of the Nez Pace Indians gleaned from television and Indians. other sour. Is at beginning of study. Old Chief Joseph made a treaty with When study is completed, return the United States that granted the Nez to list to discuss in terms of what Perce the Wallowa country forever. has been learned. In 1863 the press of the white men Discuss what a treaty is. Draw up a and their desire to have the lush treaty between two groups of rolling pastures of th" Wallowa country children in the room, subject being led the United States government to selected by the children. draw up a treaty calling for the Indians Act out triaal council discussing to leave the area and live on reset va- treaties, leading to understanding of tions in Kansas and Oklahoma. The why the Nez Perce never recognized Nez Perce never recognized this the treaty banning them from the treaty, and they staved on their :ands. Wallowa country. Old Chief Joseph died in 1871. His Dramatize part of the trip, including grave is at the west end of Wallowa surrender. Lake. Draw pictures of faces The pressure of the white settlers sad and happy Indians. How do people grew and finally Young Chief Joseph feel when they are sad? Happy? How agreed to leave. But the night before did Indians feel when living in they were to go some white men stole a large number o, their horsestheir Wallowa country homeland? When they had to leave it? When they most precious possessionsand they moved to a souttw.iestern reserva- went to war. Tri;: :vas a war of defense, as they knew th ey were greatly out- tion. nut, bered. They retreated and hoped Hear parts of Joseph, Chief of the to reach the Canadian border znd Nez Perce, by Pollack and other live there in peace. For four rr onths Indian stories. they struggled north, they fought 12 Heat Bit of Wallowa County Lore, different battles. and escaped four by Killough. (As interesting side- different armies. They traveled almost lights for children, some of this 1,000 miles. Finally starvati, cold, material can be used in storytelling.)

87 and fatigue forced them to surrender Share in drawing a continuous mural only a few miles from the Canadian showing Chief Joseph and his people .order. Young Chief Joseph said, "I as they leave Wallowa country am tired of fighting. My people ask enroute to Canada and their me ',or food, and I have none to give. surrender. Label sections of mural It is cold, and we have no blankets, with vocabulary words. no mod. My people are starving to Make a display of samples of Indian cleat! Where is my litle dauct,ter? I things that have been made or do not imICAV. Perhaps even now she is brought in by children. These freezing to death. Hear me, my Chiefs, might include costumes, clothing, I have fough ; but from where th-: sun drums, baskets, brush mats, now stands, Joseph will fight no more."arrowheads, etc. The Nez Perce were removed to Visit Wallowa Lake and Joseph, reservations in the Southwest, ut some Oregon. Sketch the views and areas years later about 200 of them were of interest. allowed to move bzck to the barren coulees of Colville Reservation in Re.,earch Indian food preservation. eastern Washington. This was a far cry Eat jerky. Dry and eat apples. Put from the beautiful green rolling hills out grape, plum, raisir end prune of the Wallowas, "The Valley of the in a dish. Note which spoils first. Winding Water These two chiefs are noted for their great dignity and honor in their effnris to deal with the pioneers. Young Chief Joseph told Gover.iment officials in Washington, D.C.: "If the white man wants to live in peace with the Indian he can live in peace. There need be no trouble. Treat all men alike. Give them all the same law. All men were mad, by the same Great Spirit Chief. They are all brothers."

88 People To Know TOM McCALL SUGGESTIONS Environmental FOR Leader TEACHERS

Tom McCall was born in 1913, the second Have students: of five children, and raised on the family Interview local people to determine farm in Crook County. He was the how the legislation that McCall sup- grandson of Governor Samuel Walker ported affects your area. McCall of Massachusetts and Thomas W. Lawson, the "copper king " Through discussion, compare ure- gon's highways with other states that don't have bottle bills. He graduated from the in 1936 with a degree in journal- ism. Through Interviews and discussion determine the lasting effacts of the McCall administration. Tom McCall, ;mg regarded as an envi- ronmental activist, is credited with the Discuss how McCall would have felt development of meaningful land use abo it the cutting of the remaining legislation, the cleanup of the Willamette cid growth timber. river and restoration of the fall Chinook salmon run, the Willamette grennway project, and the nationally fames Discuss how McCall might feel about Incoming industry as compared to "Oregon Bottle Bill." previous or current administrations.

89 People to Know INDIANS OF OREGON SUGGESTIONS Native FOR Americans TEACI IERS

Indians preceded the white man in Have students: Oregon by hundreds of years. Compare the geogrzphic Originally, there were over one regions o' Oregon to discover hundred different tribes and ba tds some reasons that the coastal spread throughout the state each and inland valley areas had group being udque unto themselves more Indian ilhabitants than politically, economically, organiza- any other areas tionally and linguistically. Make a "Who's Who" of IN, :31!owing is a partial list (spell- Oregon Indians or tribes. ings may vary according to tne source used) of the major tribes by Make a quilt with a block for approx6r.ate geographical location: each Indian tribe or group. Lower Columbia Area: Chinook Coast Area: 'Tillamook, Siletz, Make a totem. Yaquina, Alsea, Siusimv, Lower Umpqua, Hanis Coos, Miluk Cros, Make a dictionary o' ndian Kwatami, Tututni Inland Valley words or signs. Area: Clatskanie, KalapJyans, Mollala, Upper Umpqua, Shasta Make a map of Indian place Costa, Gallo,: Creek, Upper Coquille, names. Applegate Creek, Takeilma, Shasta Plateau Area: Warm springs. Make a carving of an Indian Umitilla, Cayuse, Nez Perce, Walla design. Walla Great Basin: Northern Paiute Block print or silk screen Many of the Indian tribes have Indian designs on t-shirts. vanished completely, but some have survived and are currently making in- Dye material (tie dye) using credible comebacks. Perhaps the natural dyes, I.e., berries. most noticeabb revival is that of the Confederated Tribes :,: the Warm Springs Reservation. This confed- Make Indian baskets, Le., pine eration is respor.ible for needles, or rush baskets. the development of mary busk the best known being their Make a data base on Indian resort area, Kahneeta Lodge. tribes and locations. Using computer software make a word find or crossword puzzle with Indian - related words.

Give Indian names appropriate to each class member. Children print or write their name as penmanship exercise. Locate and list Indian names and mean- ings for places nearby.

Make Indian-type pottery. Make tepee. Use ?oles, burlap or butcher paper. Make Indian-type jewelry.ioccasins, headbands, costumes. Write story in Indian sign language. Make sign language on torn paper. Apply brown wash. String with raffia and tie around poles. Learn Indian songs and dances. See Indian artifacts at local museums.

n 92 People to Know OREGON'S CULTURAL tv.,NORITIES Enriching SUGGESTIONS Our FOR Culture TEACHERS

Oregon finds among its resources a Have stvdents: variety of cultures that enrich and Find out about other culture's relig- strengthen our state. These people ious customs; their handicrafts. bring new thoughts, ideas, talents and ways of life. Trace the route of Russian immig- rants on a world map. In the early '60s Russian-speaking people came to the Willamette Valley Invite a Russian-speakinp students via China and South America. Here in your school to display their crafts they have worked hard in th3 agricultur- or to demonstrate their stitchery. al area becoming successful farm owners. Others have entered different occupat. xis, but most have maintainedFind Southeast Asia on the world map. Determine how far refugees the key elements of their own culture from there might have traveled on and religion. their way to Oregon.

Southeast Asian refugees also came in the '60.s and '70s. Some attend OregonLearn more about the differences schools and colleges, often excelling inand similarities of Southeast Asian school work and making valuable contri-cultures and American culture. butions in other fields. Discuss the reasons that Asian stu- The Hispanic people ,.ve been here dents are often excellent students in much long(); and they are involved in school. many areas of the economy. One famous Hispanic is Alberto Salazar, Locate countries from which other former marathon runner for the Univer- immigrants to Oregon have come. sity of Oregon track team. Try to discover why they came.

Another well-known runner is Gus Scan the newspapers for roles of Envela, a Salem high school and then women, ma and children of differ- Stanford University student who was ent cultures and the impact they br lin Equatorial Guinea. make in 0; egon.

93 Mae Yih, a Chinese woman, helps Make a Who's Who of outstanding formulate state laws as one of Oregon'speople In Oregon who ern from current legislators. cultural minorities.

A Dutch Indonesian immigrant, Max Invite members of your =immunity Rijken, represented Lincoln County for who come from different cultural 12 years in the Oregon Legislature be- backgrounds to be guest speakers fore he died in the spring of 1987. at your school.

Have a "Salute to Oregon's Cultures Oregon is honored to have James De- Day." Priest as conductor of the Oregon Symphony. A member of the black community, De Priest is also known as a poet. He will be serving as musical director at the Jacksonville (OR) Music Festival beginning in 1988.

94 People To Know SYLVESTER C. SIMPSON Superintendent of SUGGESTIONS Public FOR Instruction TEACHERS Settlers did not bring many books Have students: with them but the first book printed Discuss compulsory school attent:snce: in Oregon was a spelling book. It why should the state have an interest was printed in 1847 at Oregon City in an educated citizenry? by the press. Attend a meeting of the local school When Oregon became a state in 1859, board after a briefing session on the constitution which the people adopted made the education of their agenda, procedures, expected behavior, etc. children one of the principal responsibilities of state government. Ask the local school superintendent The constitution also created the to talk to the class about his job and office of state superintendent of the job of the state superintendent of public instruction. Oregon's first four public instruction. governors served as state school Compare the supplies and equipment superintendent themselves. used in pioneer schools with the One cf the first things the early settlerssupplies and equipment now used in of the Oregon Territory tried to do their own dassroom. after building their homes and Visit a local museum, if available, or establishing their farms or other other source of historical informa- means of making a living was to tion to learn more about early schools organize schools for the education in the area: where were they located, of their children. Many interesting when were they established, and accounts of what the schools were like oh r items of interest. are found in the history of our pioneer communities. Interview their parents as to the schoolsieyattended and draw The first rlhool in what is now the descriptive pictures or write short state of Oregon was held in the descriptions of those schools. home of Joseph Gervais at French "rairie (now in Marion county) in 1834. The teacher was Solomon Smith. Both Gervais and Smith were married to daughters of Koboway, chief of the Clatsop Indians, so they were brothers-in- law. 95 In 1872, the legislature rewrote the Philip Sheridan (Idter General) became school laws, separating the office a good friend. of governor and the office of state The two brothers graduated from school superintendent and providing Willamette University and became for election of the latter. The fist editors of the Oregon Statesman, a state superintendent was supposed Salem newspaper in which their to be elected by the 1872 legislature father held part interest. Both but the lawmakers were in a hurry studied law but Samuel decided to to adjourn and neglected to fill the stay in journalism. Sylvester became office. Therefo the governor professor of medical jurisprudence at exercised his power of filling state Willamette University Medical offices which were vacated between School. In 1870 he was appointed elections and appointed Sylvester C. ^tate librarian and in 1872 the Simpson as superintendent of public legislature appointed him and instruction on January 30, 1873. Matthew P. Eady 1J collect and Governor La Fayette Grover, codify all the general laws of Oregon. Secretary of State Stephen Chadwick, He resigned this position when the and Simpson crmstituted Oregon's covernor offered him the more first State Board of Education. influential and important post of state school superintendent. After a Sylvester Simpson and his more year in tit.position, isevent to widely known brother Samuel were San Francisco to practice law. born in Missouri of Scotch ancestry. The family crossed the plainn 1846 Samuel, , eanwhile, was busy znd spent their first winter in Oregon writing. He was author of the 1873 City. There Dr. John McLoughlin edition of the Pacific Coast Fourth gave them a muchworn volume of Reader in which he wrote: Robert Burns' poetry. Their mother "The author has kept staadily in taught them the alphabet at the age view the fact that the primary of four, and they would trace !afters object (..." a course in reading is to in the ashes of O.. hearthstone of learn to read." He was a writer for the primitive cab:.1 in Marion county Banford's History of the West Coast where they lived in the early days. but gained his greatest fame as Later their father, Benjamin, had a "a brilliant writer of incomparable store at Ft. Yamhill near the Grand verse." "Beautiful Willamette" Ronde Indian Reservatiln and Lt. was one of his bestknown efforts. 96

C"t. Oregon Facts CLIMATE AND GEOGHAPHY

Oregon is famous for its rainy weather. Jokes like 'Oregonians don't tan, they just rust' are commonplace and draw smiles (of pride?) from Oregonians themselves.

However, a close look at this "drippy reputation" will show that only part of Oregon is really rainy. More than two- thirds of the state is quite dry. The coast, the Willamette Valley and the westem :lopes of the Cascade Moun- tains receive most of the rainfall which comes mainly in the wintertime. The coast averages 60-80 inches, the slopes of the Cascade and Coast Ranges as much as 100-200 inches annually. Valley rainfall varies from 15 inches in the south to 30-50 inches in the northern section. East of the mountains rain and melted snowpack only total 5-15 inches per year.

During the summer Oregon experien- ces sunny W7-111 days, cool nights and only infrequent precipitation. Eastern 0-egon, protected from coastal winds, tends to be colder in winter and warm- er in summer than west of the moun- tains.

Rainfall is, of course, vital to agricul- ture. It provides the moisture that makes agriculture Oregon's second 97 t) , 1/4... i leading industry. Combined with the fertile soils of the Willamette Valley, a widely diverse group of agricultural products are grownalmost 40% of Oregon's dollar income comes from this area. Coastal region_ are noted for dairying and cheese production. Drier regions in the southern and eastern parts of the state raise cattle, sheep, grains and other dry land products.

Rainfall, too, is responsible for the beauty of the western landscape. It's what "Keeps Oregon Green"and helps attract the tourists who come to visit places of historic and scenic interest throughout the state.

98c L.:_) Oregon Facts OREGON'S NATIONAL SUGGESTIONS PARK FOR AREAS TEACHERS

Oregon has a variety of national park Have students: areas, but only one national park, Locate the National Park Areas on Crater Lake. This National Park, the map of Oregon. located in the Cascade Mountains, has the deepest Write to national park areas for maps lake in the United States. Crater Lake and information. lies in the crater 6 ancient Mt. Mamma; it is believed by geologists Make reservations for a park ranger that the top of this mountain collapsed from Fort Clatsop to visit your thousands of years ago forming the school. deep lake. The lake is over 6,000 feet above sea level and is 1,932 feet deep. Visit the national park area that is No streams flow into this lake and no located near your school. outlets have ever been found. Research the history of Crater Lake. Oregon's two national monuments are the Clegon Caves Natioral Monument Read the Indian Legend in this book about Crater Lake. in the Siskiyou Mountains of south- western Oregon and the John Day See also Sacsjawea, Captain William Fossil Beds National Monument found Clark and Captain Meriwether Lewis. in north-.

Have students find and then make a Fort Clatsop National Memorial, near map showing the National Wildlife Astoria, features a replica of the fort Refuges In Oregon. Research the built by Lewis and Clark on their 1804- kinds of birds that shelter there. 1806 expedition to Oregon.

Wildlife and birds can be viewed at a number of National Wildlife areas in the state.

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CALIFORNIA NEVADA Oregon Facts COUNTIES OF OR EGO N Baker County

Established in 1862. Named after agriculture, and warehousing are the Colonel E. D. Baker, U.S. Senator important industries. from Oregon. He was a Union officer and close friend of President Lincoln. Clatsop Colonel Baker was the first member of County Ccngress to die in the Civil War. Established in 1844. Named fc r the The county seat is the City of Baker. Clatsop Indians, one of many Cl..anok 3aker county was one of the highest tribes living in Oregon. gold producing counties in the north- The county seat is Astoria, the oldest west during its early days, but now city in Oregon. The Astoria Bridge depends mainly on agriculture and dedicated in 1966 is the final link in lumbering as its leading industries. Highway 101, which extends from Alaska to Mexico. Benton County Fishing, lumbering, agriculture, and recreation are the principal industries. Established in 1847. Named after Senator Thomas H. Benton of Missouri, Columbia a long-time advocate of development ofCounty the Oregon Territory. Established in 1854. Named after the The county seat is Corvallis. Oregon river ...,hich is its northern border. The State University is located there. Agri- Columbia River was named in honor culture, lumbering, research, and of The Columbia, an American development are important. merchant ship sailing out of Boston Clackamas and captained by Robert Gray in 1792. County Established in 1843. Named for the St. Helens is the county seat. resident Clackan,as Indians, it was first created as one of the four original Principal industries are agriculture districts in Oregon. (dairy farming and horticulture), lumbering, and fishing. ..te county seat is Oregon C:ty, which has played a large role in the history of The site of the first nuclear-fueled the state. Lumbering, manufacturing, power station is near Rainier.

103 1 0.1_ Coos Deschutes County County Established in 1853. Named for the Established in 1916. The name Coos Indians who lived on lower Deschutes comes from the early Coquille River. French-Canadian fur trappers of the old Hudson's Bay Company. They ca!Ied the river "Riviere des Chutes," Coquille is the county seat, and the which is French for River of the Falls. main industries are lumbering, fishing, It was named for the many lovely agriculture, shipping, and ,-reation. waterfalls along the river_ Crook Principal products are lumber and County plywood, potatoes, and cattle. Recreation interests are increasing, Established in 1882. Named for Major especially around Bend, the county General George Crook of the U.S. seat. Army. Prineville is the county seat. Lumbering,Douglas agriculture, mining (many rockhounds County explore this area), and recreation are Established in 1852. Named for the principal industries. United States Senator Stephen A. Douglas, a Democratic candidate for Curry the presidency against Abraham County Lincoln in 1860. He was an ardent Established in 1855. Named after Ore- supporter of Oregon. The county gon Territorial Governor George L. was first created in 1851 and named Curry. Umpqua after the local Indians, but the next year was renamed The county seat is Gold Beach, formerly known as Ellensberg. Douglas county. The county seat is Roseburg. Lumber- I t is well known for its beautiful coastal scenery, but has valuable stand- ing is the main industry, but the county is also noted as the only place ing timber and much agriculture in the U.S. with a nickel mine (in (cranberries and flower bulbs, espe- Riddle). Agriculture is also important cially lilies). within the county. Gilliam Harney County County Established in 1885. Named for Established in 1889. Named for Colonel , veteran of Major General William S. Harney, who the . (The Cayuse War was commanded the Department of Ore- the Indian uprising that resulted in gon, 1858.59. the and the settlers' This is the largest county in Oregon, attempt to put down the rebellion.) and the county seat is located in Burns. The county seat is Condon. The It became the county seat only after county is truly one of wheat and a fierce political battle when armed cattle. night riders spirited the county records away from the town of Harney and Grant took them to Burns in 1890. County Harney county shares with Grant Established in 1864. Named for county the largest Ponderosa pine General Ulysses S. Grant, U.S. Army, forest in the nation, but livestock who was assigned to protect the early raising is also a major industry. settlers in Oregon, and later became famous as the head of the Union Hood River Armies in the Civil War. He was the County eighteenth President of the United Established in 1908 (although settled States. much earlier). Named for the river The county seat is Canyon City, famed that rises in the upper slopes of Mt. in early days as the center of the gold Hood and flows through the mining development. This mining county. Mt. Hood was named for an has since been replaced in importance English admiral, Lord Samuel Hood, by cattle industry and sawmills. The by Lt. Broughton, captain of the county is in the center of the largest ship, Chatham. stand of Ponderosa pine in the U.S. The county seat is Hood River, and It is famous for the John Day fossil it is an area famous for its fruitgrow- beds. ing, being the leading Anjou pear-

105 1 Oj producing area in the world, but also Josephine growing apples, cherries, and straw- County berries. Established in 1856. Named after Josephine Rollins, the first .vhite Jackson woman to make this county her home. County Early pioneers were drawn to this Established in 1852. Named for area by the discovery of gold at President Andrew Jackson. Sailor's Diggings in 1849, and several Early pioneers were lured to the area U.S. Army forts were maintained in by the discovery of gold near Jackson- the county. The soldiers engaged in ville in 1852 and the completion of the Rogue River Indian War in their a wagon road from Oregon to efforts to protect the settlers. California. The county seat changed places It is now noted for the extensive fruit several times (Waldo, Kerbyville) orchards, as well as lumbering and and finally Grants Pass was perma- manufacturing. nently established when the railroad came through the state. The county seat is Medford now, al- though Jacksonville served as the Lumbering, agriculture, and mining county seat for the first 43 years. are the main industries.

Jefferson Klamath County County Established in 1914. Named after Established in 1882. Named after a Mt. Jefferson, which is on its western tribe of Indians who lived in the area. boundary. The county seat was first called It is noted for its agriculture (seed, Linkville, but later changed its name potatoes, hay, and mint), as well as to Klamath Falls. cattle and wheat farming in the east- Its principal industries are agriculture, ern sections of the county. livestock, and lumbering. The county seat is Madras. The county Crater Lake National Park is within its includes the Warm Springs Indian boundaries. Reservation.

106

1r' Lake fishing and lumbering are the m.in County industrial pursuits of the people.

Established in 1874. Named for the Linn many lakes within its borders (Abert, Guano, Crump, Hart, Silver, and County Summer Lakes). Established in 1847. Named for U.S. The county seat is Lakeview, and the Senator Lewis F. Linn of Missouri. main industries are lumbering, agri- He was the author of the Donation culture, livestock, and mining. Land Law. (This gave free land to settlers in the West and led to the Lane Homestead Law.) County The county seat is Albany. Nearby are rare metals and other manufac- Established in 1851. Named in honor of the first Territorial Governor, turing plants. Lebanon boasts the Joseph Lane. largest Douglas fir plywood plant in the U.S. The mild climate with The county seat is Eugene. plenty of rain and sun makes this Its principal industries are lumbering one of Oregon's most diversified and the manufacture of lumber farming areas. products, agriculture, and education. It is also the site of the sand dunes Malheur (as in Honeyman State Park) and the County Sea Lion Caves. Established in 1887. Named by a Lincoln party of French trappers who were attacked by Indians. Many of the County trappers were killed and robbed of Established in 1893. Named for their furs. The survivors named the Abraham Lincoln, the sixteenth river Malheur, meaning in French president of the United States. "bad time." The county seat is at Newport in The county seat is Vale, and the area which the Oceanography Research is an agricultural one, with livestock Center is located. Many coastal scenic raising and food processing important wonders are in this county, and to the economy.

107 r, .- 1 fig! Marion on Wappatoo Island (now Sauvies County Island). Established in 1843. Named ChampoickThe county seat is Portland, which is then and later named Marion in honor the largest city in the state. of General Francis Marion, a Revolu- Important industries include manufac- tionary War hero whose nickname was turing, lumbering, and transportation. the "Swamp Fox." Portland is the site of the Portland The county seat is Salem, which is also Zoo and the Oregon Museum of the home of Oregon's state governmentScience and Industry. The Columbia and houses the State Capitol and Gorge and Multnomah Falls provide related government buildings in and scenic attractions in the county, too. around the Capitol Mall. Marion county is in the heart of the Polk Willamette Valley, and has agriculture County and food processing, lumbering, and Established in 1845. Named for manufacturing as its principal President James Polk. industries. The county seat is Dallas, named for Polk's VicePresident, George M. Morrow Dallas. County Principal industries are agriculture Established in 1885. Named for J.L. and lumbering, with some heavy Morrow, an early resident. manufacturing. The county seat is Heppner. It is a rich agricultural area noted for its Sherman wheat, other grain crops, cattle, County garden, and timber products. Established in 1889. Named for General William Tecumseh Sherman, Multnomah who had visited Oregon prior to the County establishment of this county. The Established in 1854. This was the Indialcounty was to have been named for a name for the lower Willamette River local pioneer, but on the third reading and the Chinook Indian tribe who livedof the bill it was decided to name the

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1 r ., 1 10 county for Sherman (perhaps because Union this same pioneer had objected to County inviting the General to visit the House of Representatives). Established in 1864. Named for the town of Unic 1. The town was named The county seat is Moro. by patriotic residents during the Civil The county is one of Oregon's leading War. wheat producers, so agriculture and The county seat is LaGrande. livestock raising are the main indus- tries. Agriculture is the main industry. The Grande Ronde Valley is nearly table Tillamook flat, covered with rich silt from an old County lake bed, and boasts of never having had a general crop failure. Established in 1353. Named for the Tillamook (or Killamook) Indians. Wallowa The county seat is Tillamook. The County county is famous for its Tillamook Established in 1864. Named for the cheese, which is made from the milk Indian word Land of Winding Waters. of the numerous dairy farms. Lumber- The land was claimed by Chief Joseph ing and fishing are also important and his Nez Perce tribe as their hunting industries. The county is famous for ground, but he was eventually defeated its scenic grandeur along the coasts by the white settlers who wanted to use and rivers. it as grazing land for their livestock. Umatilla The county seat is Enterprise. County The Snake River Canyon (Hell's Established in 1862. Named for the Canyon), thought to be the ,eepest Indians of the same name. canyon in North America (5500 feet), is on the eastern border of the county. The county seat is Pendleton, famous for its Fall Roundup. Lumbering and agriculture are the main industries. The main industries are agriculture, lumbering, food processing, and manu- facturing.

109 Wax() The county seat is Fossil, and the County county is well known for the fine fossil beds which were first discovered Established in 1854. Named for the in 1876 and have since yielded much Wasco (or Wascopam) Indian tribe. The information about the history of word Wasco derives from the Indian life nt;Ilions of years ago. word "warn -o" which means cup or bowl (usually made from bone). Yamhill The cothlty seat is The Dalles (a Coeinty French word meaningThe Falls(in the Established in 1843. Named for the Columbia River). Yamhill River. The name Yamhill Principal industries are agriculture comes from the Yamhelas, or Yamhill (cereal grains, sweet cherries, livestock).Indians of the Kalapooian family who lumbering, manufacturing, transporta formerly lived along that river. tion, and electric power. "Yamhill, Mother of Oregon" was a slogan used by early settlers there, Washington because so many County immigrants of 1843 and 1844 made Established in 1843. First named their homes in the Yamhill Valley. Twality County and later changed to The county seat is McMinnville. honor President George Washington Industries are agriculture, lumbering, in 1849. mobile homes, pulp and paper, and The county seat is Hillsboro. The steel. county has agriculture. lumbering, manufacturing, food processing, and electronics as its main industries.

Wheeler County Established in 1899. Named for Henry Wheeler, who operated the first stage line through the county in 1864.

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