Native American Presence in the Federal Way Area by Dick Caster

Total Page:16

File Type:pdf, Size:1020Kb

Native American Presence in the Federal Way Area by Dick Caster Native American Presence in the Federal Way Area By Dick Caster Prepared for the Historical Society of Federal Way Muckleshoot girl wearing traditional skirt and cape of cedar bark, late 1800s (Courtesy Smithsonian Institution) Revised July 25, 2010 This is a revised and expanded version of the January 5, 2005 monograph. Copyright © 2005, 2010 by the Historical Society of Federal Way. All Rights Reserved. Native American Presence in the Federal Way Area Native American Presence in the Federal Way Area Table of Contents Introduction..................................................................................................................................... 7 Welcome ...................................................................................................................................... 7 Material Covered ........................................................................................................................ 7 Use of “Native American” Instead of “Indian” ......................................................................... 7 Note on Style ............................................................................................................................... 8 Northwest Native Americans.......................................................................................................... 8 Pacific Northwest and Northwest Coast Native Americans ....................................................... 8 Native Americans in the Puget Sound Area ................................................................................ 9 Change in the Flow Pattern of the White River ........................................................................ 12 Language....................................................................................................................................... 13 Northwest Salish ....................................................................................................................... 13 Lushootseed ............................................................................................................................... 13 Written Form ............................................................................................................................. 15 Welcome .................................................................................................................................... 16 Modern Spoken Language ........................................................................................................ 16 Chinook ..................................................................................................................................... 17 Muckleshoot Tribe........................................................................................................................ 17 Muckleshoot Background .......................................................................................................... 17 Meaning of Muckleshoot ........................................................................................................... 19 Population ................................................................................................................................. 20 General Life Style ..................................................................................................................... 22 Muckleshoot People .................................................................................................................. 22 Muckleshoot Tribe Today ......................................................................................................... 23 Puyallup Tribe............................................................................................................................... 24 Puyallup Tribe Location ........................................................................................................... 24 Puyallup Historical Overview ................................................................................................... 24 Puyallup Tribe Today ............................................................................................................... 25 Food, the Reason for Coming to the Federal Way Area............................................................... 25 Food Sources in the Federal Way Area .................................................................................... 25 Clams ........................................................................................................................................ 25 Early Campground in the Federal Way Area ........................................................................... 27 Native American Use of 26225 Pacific Highway South Site ............................................... 27 Hudson’s Bay Company ....................................................................................................... 28 Jacob Reith’s Homestead...................................................................................................... 30 Shellfish Processing Site....................................................................................................... 30 Louis Starr Remembers Clam Digging................................................................................. 31 Fishing........................................................................................................................................... 32 Fishing Importance ................................................................................................................... 32 First Salmon Ceremony ............................................................................................................ 33 2 Native American Presence in the Federal Way Area Fishing Methods and Tools ....................................................................................................... 34 Fishing Rights ........................................................................................................................... 35 Hunting ......................................................................................................................................... 36 Plant Food ..................................................................................................................................... 37 Roots and Bulbs ........................................................................................................................ 37 Berries ....................................................................................................................................... 38 Nuts ........................................................................................................................................... 38 Potatoes ..................................................................................................................................... 38 Gathering....................................................................................................................................... 38 Archaeological Remains ............................................................................................................... 39 Artifact Definition ..................................................................................................................... 39 Stone Tools ................................................................................................................................ 39 Bones at Redondo Beach .......................................................................................................... 40 Stone Artifacts at Lakehaven Sewer Plant ................................................................................ 41 Stone Axe ................................................................................................................................... 42 Possible Ancient Artifacts in Thompson Park .......................................................................... 42 Shell Artifacts ............................................................................................................................ 43 Village Sites .............................................................................................................................. 44 Cedar............................................................................................................................................. 46 Importance of Cedar ................................................................................................................. 46 Properties of Cedar ................................................................................................................... 48 Cedar Withes for Rope .............................................................................................................. 48 Cedar Roots for Baskets ............................................................................................................ 48 Cedar Bark ................................................................................................................................ 49 Felling Trees ............................................................................................................................. 49 Canoe Making ........................................................................................................................... 50 Wood Carving ..........................................................................................................................
Recommended publications
  • W-505 910 Marion Street Seattle, Washington 98104 Phone 206-382-4560
    Guide to Catholic-Related Records in the West about Native Americans See User Guide for help on interpreting entries Archdiocese of Seattle new 2006 WASHINGTON, SEATTLE Archdiocese of Seattle Archives W-505 910 Marion Street Seattle, Washington 98104 Phone 206-382-4560 http://www.seattlearch.org/ArchdioceseWorking/ArchivesandRecords/ Hours: By appointment only, Monday-Friday, 9:00-5:00 Access: Some restrictions apply Copying facilities: Yes History: The Diocese of Nesqually was erected in 1850 from portions of the Diocese of Walla Walla and the Archdiocese of Portland in Oregon for present-day western Washington State excluding the eastern shore of Puget Sound. The diocese was expanded in 1853 to include all of Washington State, northern Idaho, and Montana west of Helena. It was limited to Washington in 1868, renamed Seattle in 1907, and elevated to an archdiocese in 1951. Statewide Seattle reported 2,900 baptized Native American Catholics in 1900 and in 1999 the Seattle, Spokane, and Yakima dioceses reported 7,800, 3,000, and 1,000 respectively. Seattle and its predecessors have administered the following Indian missions, parishes, and schools in Washington State: 1838-1906 (no longer Indian) St. Francis Xavier Mission (Cowlitz), Toledo/ Cowlitz Prairie 1847-1852 (closed) (Seattle, St. Anne Mission (Cayuse), Wallula 1848-1852) 1847-1856 (closed) (Seattle, St. Rose Mission (Yakama), Yakima River 1848-1913) 1847-1856 (closed), 1867-present St. Joseph/ Ahtanum Mission (Yakama), (Seattle, 1848-1913) Yakima/ Yakima River 1848-1883 (Seattle,
    [Show full text]
  • The Coast Salish: Connecting Art, Environment and Traditions
    THE COAST SALISH: CONNECTING ART, ENVIRONMENT AND TRADITIONS Welcome to 21st Century Learning – Links to Our Collection. This online module and supplemental education guide was developed to allow access to hundreds of digitized images and lesson plans from Glenbow Museum’s collections. Our hope is to extend our vision of ‘More people, interacting with art, culture and ideas more often.’ Please visit and enjoy 21st Century Learning – The Coast Salish: Connecting Art, Environment and Traditions. 1 This educator’s package presents the traditional way of life of the Coast Salish people. The information encourages students to examine artifacts from the Glenbow Museum’s collection and connects them to other cultures, communities and environments from within Canada. Included in this guide are: Information on the Coast Salish people including high-resolution photographs artifacts, archival photographs and essays. Lesson plans including discussions for looking at primary sources, curriculum connections and lesson plans for a variety of ages and abilities. Detailed listing of vocabulary and concepts. Suggested sources for further research and other information. 2 HISTORY OF GLENBOW MUSEUM Glenbow Museum began with the remarkable vision of petroleum entrepreneur and lawyer Eric Lafferty Harvie. Mr. Harvie came into his fortune when oil was discovered in 1949 on land near Leduc and Redwater, for which he held the mineral rights. With this prosperity, he decided to pursue his favourite passion — collecting — and simultaneously return some of his good fortune back to the region that had been so generous to him. Mr. Harvie's goal was to collect the objects representing the history and culture of Western Canada as well as from around the world.
    [Show full text]
  • South Puget Sound Community College Year Three Mid-Cycle Evaluation
    South Puget Sound Community College Year Three Mid-Cycle Evaluation Dr. Timothy Stokes President September, 2014 Table of Contents Report on Year One Recommendation ......................................................................................................... 1 Mission .......................................................................................................................................................... 1 Part I .............................................................................................................................................................. 1 Mission Fulfillment .................................................................................................................................... 1 Operational Planning ................................................................................................................................ 2 Core Themes, Objectives and Indicators .................................................................................................. 3 Part II ............................................................................................................................................................. 4 Rationale for Indicators of Achievement .................................................................................................. 5 Increase Student Retention (Objective 1.A) ......................................................................................... 5 Support Student Completion (Objective 1.B) ......................................................................................
    [Show full text]
  • Hylebos Watershed Plan
    Hylebos Watershed Plan July 2016 EarthCorps 6310 NE 74th Street, Suite 201E Seattle, WA 98115 Prepared by: Matt Schwartz, Project Manager Nelson Salisbury, Ecologist William Brosseau, Operations Director Pipo Bui, Director of Foundation and Corporate Relations Rob Anderson, Senior Project Manager Acknowledgements Support for the Hylebos Watershed Plan is provided by the Puget Sound Stewardship and Mitigation Fund, a grantmaking fund created by the Puget Soundkeeper Alliance and administered by the Rose Foundation for Communities and the Environment. Hylebos Watershed Plan- EarthCorps 2016 | 1 June 28, 2016 Table of Contents 1 Introduction ................................................................................................................................................................ 4 1.1 History of EarthCorps/Friends of the Hylebos ........................................................................................................ 4 1.2 Key Stakeholders ..................................................................................................................................................... 5 2 Purpose of Report- The Why ............................................................................................................................... 7 3 Goals and Process- The What and The How ................................................................................................... 8 3.1 Planning Process ....................................................................................................................................................
    [Show full text]
  • Battlefields & Treaties
    welcome to Indian Country Take a moment, and look up from where you are right now. If you are gazing across the waters of Puget Sound, realize that Indian peoples thrived all along her shoreline in intimate balance with the natural world, long before Europeans arrived here. If Mount Rainier stands in your view, realize that Indian peoples named it “Tahoma,” long before it was “discovered” by white explorers. Every mountain that you see on the horizon, every stand of forest, every lake and river, every desert vista in eastern Washington, all of these beautiful places are part of our Indian heritage, and carry the songs of our ancestors in the wind. As we have always known, all of Washington State is Indian Country. To get a sense of our connection to these lands, you need only to look at a map of Washington. Over 75 rivers, 13 counties, and hundreds of cities and towns all bear traditional Indian names – Seattle, Tacoma, Yakima, and Spokane among them. Indian peoples guided Lewis and Clark to the Pacifi c, and pointed them safely back to the east. Indian trails became Washington’s earliest roads. Wild salmon, delicately grilled and smoked in Alderwood, has become the hallmark of Washington State cuisine. Come visit our lands, and come learn about our cultures and our peoples. Our families continue to be intimately woven into the world around us. As Tribes, we will always fi ght for preservation of our natural resources. As Tribes, we will always hold our elders and our ancestors in respect. As Tribes, we will always protect our treaty rights and sovereignty, because these are rights preserved, at great sacrifi ce, ABOUT ATNI/EDC by our ancestors.
    [Show full text]
  • Anthropological Study of Yakama Tribe
    1 Anthropological Study of Yakama Tribe: Traditional Resource Harvest Sites West of the Crest of the Cascades Mountains in Washington State and below the Cascades of the Columbia River Eugene Hunn Department of Anthropology Box 353100 University of Washington Seattle, WA 98195-3100 [email protected] for State of Washington Department of Fish and Wildlife WDFW contract # 38030449 preliminary draft October 11, 2003 2 Table of Contents Acknowledgements 4 Executive Summary 5 Map 1 5f 1. Goals and scope of this report 6 2. Defining the relevant Indian groups 7 2.1. How Sahaptin names for Indian groups are formed 7 2.2. The Yakama Nation 8 Table 1: Yakama signatory tribes and bands 8 Table 2: Yakama headmen and chiefs 8-9 2.3. Who are the ―Klickitat‖? 10 2.4. Who are the ―Cascade Indians‖? 11 2.5. Who are the ―Cowlitz‖/Taitnapam? 11 2.6. The Plateau/Northwest Coast cultural divide: Treaty lines versus cultural 12 divides 2.6.1. The Handbook of North American Indians: Northwest Coast versus 13 Plateau 2.7. Conclusions 14 3. Historical questions 15 3.1. A brief summary of early Euroamerican influences in the region 15 3.2. How did Sahaptin-speakers end up west of the Cascade crest? 17 Map 2 18f 3.3. James Teit‘s hypothesis 18 3.4. Melville Jacobs‘s counter argument 19 4. The Taitnapam 21 4.1. Taitnapam sources 21 4.2. Taitnapam affiliations 22 4.3. Taitnapam territory 23 4.3.1. Jim Yoke and Lewy Costima on Taitnapam territory 24 4.4.
    [Show full text]
  • 2016 State of Our Watersheds Report Puyallup River Basin
    2016 State of Our Watersheds Report Puyallup River Basin t’s the tribes that are putting the fish Iback in the waters. It’s our people do- ing that to make sure our livelihood will carry on, that our children will have this opportunity to get into a boat and go fishing so they can eat what they need. – NANCY SHIppENTOWER-GAmES PUYALLUp TRIBE OF INDIANS Puyallup Tribe of Indians The Puyallup watershed was one of the earliest areas to be settled by Euro-Americans in the Puget Sound region. Consequently, it was also one of the first watersheds in Puget Sound to experience the full impacts of indus- trial, urban and agricultural development. This development and conversion of floodplain, uplands and forestlands has completely altered the hydrologic conditions within the watershed Seattle to the detriment of salmonid production. The Puyallup are fishing people. They lived on food provided by the fisheries since time immemori- al. It was not until after the U.S. v. Washington court decision that they were able to exercise their rights to the fishery. Puyallup Tribe of Indians 163 History of the Puyallup River Basin The Puyallup River basin, WRIA 10, includes the White, Puyallup and Car- bon rivers, which have their origins in the glaciers of the northwestern slopes of Mount Rainier. The Puyallup River flows to Commencement Bay at the Port of Tacoma, the third largest port in the western United States. The Puyallup Basin has been substantially altered from its historic condition and is currently contained within a revetment and levee system throughout its lower 26 miles.
    [Show full text]
  • Tacoma‐Pierce County Board of Health
    Tacoma‐Pierce County Board of Health Regular Meeting Agenda 3629 South D Street, Tacoma, WA 98418 January 20, 2021 Board of Health Clerk, (253) 798‐2899 3 ‐ 5 p.m. Board Members Remote Attendance Only Keith Blocker Dial in: 253 215 8782 Marty Campbell Meeting ID: 992 6138 9468 Bruce Dammeier William Hirota, MD Passcode: 575390 Patricia Johnson Dave Morell Catherine Ushka I. CALL TO ORDER Derek Young II. ROLL CALL III. ELECTION OF BOARD OF HEALTH (BOH) OFFICERS Motion for 2021 BOH Chair Motion for 2021 BOH Vice Chair IV. COMMENTS BY THE PUBLIC The Board will consider written and oral public comments. Submit written comments any time prior to when a Board of Health meeting adjourns at [email protected]. Written comments we receive prior to noon on the date of a Board of Health meeting will go to Board members before the meeting. For the duration of the declared public health emergency, make oral comments when you join the meeting by phone with the number, meeting ID, and passcode at the top of the agenda. Press *9 to raise your hand and signal you wish to make a comment. You will be announced by your name or the last four digits of your phone number. Comments unrelated to specific agenda items have a two‐minute limit per person. The Chair has the authority to change the time limits as deemed necessary. All written and oral comments will become part of the meeting record. V. COVID‐19: Update [Anthony L‐T Chen, Director of Health] [Nigel Turner, Incident Commander] [Kayla Scrivner, Public Health Nurse] VI.
    [Show full text]
  • Indigenous History in Burnaby Resource Guide
    Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide.
    [Show full text]
  • Geology of Blaine-Birch Bay Area Whatcom County, WA Wings Over
    Geology of Blaine-Birch Bay Area Blaine Middle Whatcom County, WA School / PAC l, ul G ant, G rmor Wings Over Water 2020 C o n Nest s ero Birch Bay Field Trip Eagles! H March 21, 2020 Eagle "Trees" Beach Erosion Dakota Creek Eagle Nest , ics l at w G rr rfo la cial E te Ab a u ant W Eagle Nest n d California Heron Rookery Creek Wave Cut Terraces Kingfisher G Nests Roger's Slough, Log Jam Birch Bay Eagle Nest G Beach Erosion Sea Links Ponds Periglacial G Field Trip Stops G Features Birch Bay Route Birch Bay Berm Ice Thickness, 2,200 M G Surficial Geology Alluvium Beach deposits Owl Nest Glacial outwash, Fraser-age in Barn k Glaciomarine drift, Fraser-age e e Marine glacial outwash, Fraser-age r Heron Center ll C re Peat deposits G Ter Artificial fill Terrell Marsh Water T G err Trailhead ell M a r k sh Terrell Cr ee 0 0.25 0.5 1 1.5 2 ± Miles 2200 M Blaine Middle Glacial outwash, School / PAC Geology of Blaine-Birch Bay Area marine, Everson ll, G Gu Glaciomarine Interstade Whatcom County, WA morant, C or t s drift, Everson ron Nes Wings Over Water 2020 Semiahmoo He Interstade Resort G Blaine Semiahmoo Field Trip March 21, 2020 Eagle "Trees" Semiahmoo Park G Glaciomarine drift, Everson Beach Erosion Interstade Dakota Creek Eagle Nest Glac ial Abun E da rra s, Blaine nt ti c l W ow Eagle Nest a terf California Creek Heron Glacial outwash, Rookery Glaciomarine drift, G Field Trip Stops marine, Everson Everson Interstade Semiahmoo Route Interstade Ice Thickness, 2,200 M Kingfisher Surficial GNeeoslotsgy Wave Cut Alluvium Glacial Terraces Beach deposits outwash, Roger's Glacial outwash, Fraser-age Slough, SuGmlaacsio mSataridnee drift, Fraser-age Log Jam Marine glacial outwash, Fraser-age Peat deposits Beach Eagle Nest Artificial fill deposits Water Beach Erosion 0 0.25 0.5 1 1.5 2 Miles ± Chronology of Puget Sound Glacial Events Sources: Vashon Glaciation Animation; Ralph Haugerud; Milepost Thirty-One, Washington State Dept.
    [Show full text]
  • Squamish Community: Our People and Places Teacher’S Package
    North Vancouver MUSEUM & ARCHIVES SCHOOL PROGRAMS 2018/19 Squamish Community: Our People and Places Teacher’s Package Grade 3 - 5 [SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT] Introduction SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT features 12 archival photographs selected from the Skwxwú7mesh Úxwumixw: The Squamish Community: Our People and Places exhibit presented at the North Vancouver Museum & Archives in 2010. This exhibit was a collaborative project undertaken by the North Vancouver Museum & Archives and the Squamish Nation. These archival images were selected by the Squamish Elders and Language Authority to represent local landscapes, the community and the individual people within the Squamish Nation. The Squamish Elders and Language Authority also contributed to the exhibit labels which are included on the reverse of each picture. This Kit has been designed to complement BC’s Social Studies curriculum for grades 3 - 5, giving students the opportunity to explore themes related to First Nations cultures in the past and cultural First Nations activities today. Included within this Kit is a detailed teacher’s package that provides instructors with lesson plan activities that guide students in the analysis of archival photographs. The recommended activities encourage skills such as critical thinking and cooperative learning. Altogether, the lesson plan activities are estimated to take 1 hour and 45 minutes and can easily be stretched across several instructional days. Through photo analysis worksheets and activities, students will be introduced to the Squamish Nation and historical photographs. Teachers are encouraged to read through the program and adapt it to meet the learning abilities and individual needs of their students.
    [Show full text]
  • Shoreline Master Program Second Draft Comments
    MUCKLESHOOT INDIAN TRIBE Fisheries Division 39015 - 172nd Avenue SE . Auburn, Washington 98092-9763 Phone: (253) 939-3311 . Fax: (253) 931-0752 December 22,2011 Ms. Margaret Glowacki City of Seattle-DPD 700 Fifth Avenue, Suite 2000 P.O. Box 34019 Seattle, WA 98124-4019 RE: Seattle Shoreline Master Program Draft Regulations (2nd draft) Dear Ms. Glowacki: The Muckleshoot Indian Tribe Fisheries Habitat Program has reviewed Seattle's Shoreline Master Program Draft Regulations dated October 2011. Attached are our comments regarding these regulations in the interest of protecting and restoring the Tribe's treaty-protected fisheries resources. We request an opportunity to meet and discuss these comments further with you before the City's completes its next version of these regulations. This wil give us an opportunity to clarify any of the comments as needed, as well as work on language changes that may be needed to address the comments. Please call me at 253-876-3116 to set up this meeting. We appreciate the opportunity to review this proposal and look forward to meeting with you soon. Sincerely, l)rJ,) (,_ ~'""fÎ(\ Karen Walter Watersheds and Land Use Team Leader Cc: Joe Burcar, WDOE, NW Region Muckleshoot Indian Tribe Fisheries Division December 22, 2011 Comments to Seattle's SMP regulations 2nd draft Page 2 Comments to the Shoreline Master Program Regulations-Second Draft, October 2011 General comments 1. Aquaculture should be allowed in all shoreline designations. It is a priority use under the Shoreline Management Act and important for the Tribe's fisheries programs. Under the draft rules, aquaculture is only allowed as a conditional use in the UC; UG; UH; UI; UM designations.
    [Show full text]