The Kalapuya Who Have Lived in the Willamette Valley Since Time Immemorial

Home , History of Oregon, Kalapuya, Klamath Tribes, Oregon Pioneer, Oregon Territory, Salem Pioneer Cemetery

2 Facing Statehood Curriculum

Mission Mill Museum is a 5-acre historic site that houses the 1841 Jason Lee House, 1841 Willamette Mission Parsonage, 1847 John Boon House, 1858 Pleasant Grove Church and the 1896 Th omas Kay Woolen Mill. Th rough these buildings, the Museum interprets the lives of those people who have lived and worked in the Willamette Valley. Since its founding in 1964, the Museum has established a reputation as a leader in the preservation and interpretation of Oregon’s history. Th e Museum is now expanding its scope to become a premier history museum, a goal that was embodied in the award-winning Facing Statehood exhibition.

Th is Curriculum Guide is designed to enhance teachers’ abilities to utilize Mission Mill Museum’s Oregon sesquicentennial exhibition, Facing Statehood, as well as the Museum’s Early Settlement Houses and Activities. Th is exhibition, which opened February 14, 2009, explores the years prior to the coming of non-Native people to the Willamette Valley up through Oregon’s entering the Union in 1859. Facing Statehood spotlights the infl uences, confl icts and actions that led to its admission as the 33rd state. Th e exhibition opens with the Kalapuya who have lived in the Willamette Valley since time immemorial. From there, the story moves into the period of drastic changes brought by explorers, trappers and missionaries. Th e initial infl ux of newcomers triggered a great migration of settlers who soon sparked the debate over the region’s political future. Finally, it explores the intrigue, disputes, agreements and actions that led to statehood. Facing Statehood is one of the largest museum exhibitions dedicated to Oregon’s sesquicentennial. In recognition of the Museum’s curatorial eff orts in researching, developing and installing Facing Statehood, the Oregon Tourism Commission and Travel Oregon honored Mission Mill Museum with their Travel Heritage Award at the 2009 Governor’s Conference on Tourism.

Mission Mill Museum has many other school tour off erings and activities in addition to Facing Statehood, including: Early Settlement Tour: Focuses on the Kalapuya peoples, the Methodist Mission to the Oregon Country and early Immigration to the Oregon Territory. Oregon in the Industrial Age Tour: Uses the Th omas Kay Woolen Mill and the lives of its workers as a focal point for learning about the transition from agriculture to industry in Oregon. Th e Kalapuya Activity: Students learn through discussion and activities to better understand the fi rst people of the Willamette Valley. Pioneer Life Activity: A hands-on exploration of the lives of the early settlers in Oregon. School Days Activity: An examination of what a day was like for rural Oregon students in the mid/late 19th century. A costumed school master leads students through lesson plans of the past. Fiber to Fabric Activity: Participants discover how various natural and man-made fi bers were processed through a hands-on exploration of carding, spinning, dyeing and weaving. Power Up Activity: Th is activity introduces energy sources, including their benefi ts and drawbacks, and how they are harnessed for use. Dig It! Activity: Students discuss research design, scientifi c methods and archaeological standards while excavating boxes with items that might be found on the Mission Mill property.

All of Mission Mill Museum’s Tours and Activities help teachers meet the Oregon Academic Content Standards. For more information on how Mission Mill Museum’s programs help teachers please contact us at 503-585-7012 or visit our website at www.missionmill.org.

Th is Curriculum Guide was made possible through grants from the Oregon Heritage Commission and the City of Salem.

Mission Mill Museum 1313 Mill Street S.E., Salem, Oregon 97301 (503) 585-7012 Online at www.missionmill.org 3 Table of Contents

Section I: Oregon’s First People - The Kalapuya ...... Page 4

Section I: Pre-Visit lessons ...... Page 12

Section I: Post-Visit lessons ...... Page 20

Section II: When Things Changed ...... Page 24

Section II: Pre-Visit Lessons ...... Page 32

Section II: Post-Visit Lessons ...... Page 36

Section III: Steps to Statehood ...... Page 44

Section III: Pre-Visit Lessons...... Page 54

Section III: Post-Visit Lessons...... Page 61

Bibliography...... Page 69

Photos on cover, top to bottom, left to right:

Portland, and later Tacoma, Washington, resident George Putnam Riley, 1833-1905 (Image from the Tacoma Daily Ledger). Th e Oregon Institute - Salem Public Library #4124. Grand Ronde Police in 1890 - Courtesy of CTGR Cultural Resources Department Archives. Fort Vancouver by Gustav Sohon -1854 (Fort Vancouver National Historic Site). Settler on his way to Oregon during the Great Depression - Library of Congress. Th e Seal of the Territory of Oregon - Oregon State Archives. 4 Facing Statehood Curriculum Section I: Oregon’s First People - The Kalapuya

Theme To illustrate to students the vast changes the Kalapuya people experienced, beginning in the late 1700s through February 14, 1859, when Oregon became a state. Students explore the complex issues facing Kalapuya society, from surviving diseases to living through their removal to reservations in the 1850s.

Program Objectives After students have completed this curriculum guide, visited the Facing Statehood exhibition, and/or the Methodist Mission/Early Settlement Homes, and/or participated in the Kalapuya Activity, they should be able to:

•List at least three things that impacted Native life from 1800-1859, and discuss how their lives and culture adapted. •Retell how the arrival of non-Native settlers and the diseases they brought affected the Kalapuya. •Retell four things, positive or negative, that occurred for Native Oregonians between 1800-1859. •Describe the “lifestyle” and “culture” of the Kalapuya. •Concisely summarize the arrival of the earliest settlers and the impact they had on Oregon’s, specifically the Willamette Valley’s, First People.

Introduction Th e Kalapuya lived in the Willamette Valley since time immemorial. Th eir culture was vibrant and complex. Th ey were a semi-nomadic people who hunted and gathered their food and lived in small bands. With the arrival of the “White Man,” diseases and “Manifest Destiny,” life for the Kalapuya (and other Native Americans in Oregon) would be forever changed. Th eir population would experience a dramatic and devastating decline, their lands would be taken and claimed by outsiders, past hunting and gathering grounds would be declared oﬀ -limits to them, and a way of life would be lost for generations. Th is period of drastic changes culminated in the forced removal of the Kalapuya to the Grand Ronde Reservation in 1856. Th e removal to the reservation, and the fact that more than 26 distinct and disparate groups and bands were forced to live together, would continue to have a lasting impact on Native culture into the present day.

Language According to linguist Henry Zink, each Kalapuya group spoke a distinct dialect that can be broken into three language families: the Tualatin- Yamhill, Santiam and Yoncalla. Th e Tualatin-Yamhill was the most northern language family, followed by the central Santiam and then the southern Yoncalla. Even though each tribe spoke its own distinct dialect, they could converse with their neighbors. Th e Pacifi c Northwest was a rich trade area, with Chinuk Wawa being used as Th is engraving from a sketch by Alfred T. Agate the common trade language. Th is trade language would be a critical depicts a Kalapuya man dressed in pre-contact asset to Native Peoples when many diff erent groups were confederated clothing. University of Washington Library, onto Oregon’s nine reservations. At Grand Ronde there were more Special Collection, NA #4005. than 26 diff erent bands sent to live together on the 69,000 acre 5 reservation located at the headwaters of the South Yamhill River in Polk County, on the eastern side of the Coast Range. In 1887, it was whittled to 33,000 acres; in 1901, it was about 7,000 acres; at one point reaching a low of roughly 500 acres. Today, the reservation is approximately 10,300 acres. Each of the groups on the reservation had its own language and culture. Chinuk Wawa allowed them to communicate during a very Section i: diffi cult time. Oregon’s First Hunting-Gathering Culture People Th e Kalapuya people were hunters and - The gatherers. Th ey worked hard during spring, Kalapuya summer and fall, hunting and gathering when food was plentiful, and then they spent much of the winter months, when food was much more scarce, in their plank homes. Winters were a time for telling their history and passing it on to younger generations through spoken traditions/oral histories. Th e Kalapuya did not have a written language and some of these oral histories could take days to tell. Th ese oral histories contained important information, such as their creation Native American Language Map: Western Oregon story, their belief system and ethics, their community and family histories, and stories that illustrated acceptable behavior and morality.

Hunting for meat was a large part of men’s daily life between spring and fall. Th ey would hunt both large and small game, such as deer, elk, bear, waterfowl, rabbits, squirrels, beaver, eels and ﬁ sh. Th e women were responsible for gathering food staples that often saw the community through the lean times. Among the things they gathered were acorns, berries, tarweed seeds, wapato and their primary food, the camas bulb. Gathering and then preparing and storing available foods accounted for a large part of women’s daily work.

Tools Men used tools and weapons to help them hunt and fi sh. Th ey used bows, arrows, spears, atlatls, nets, traps and fi re. Fire was a critical device in the Kalapuya tool kit, which they used to trap animals and to manipulate their environment to ensure that their desired foods would grow in abundance. Burning provided many benefi ts for the environment. It helped to keep underbrush at bay and enriched the soil with nutrients. Burning also created a much sought after food for the Kalapuya. Burning would toast the tarweed seeds which were considered a treat, much like toasted sunfl ower seeds are for us today. 6 Facing Statehood Curriculum

Women also had many implements they used in their daily life. Th ey gathered natural materials for basket weaving, such as juncus and cattails. Th ey made and used these baskets to transport things, to cook in, and to store gathered foods. Th ey also used digging sticks to help them cultivate camas root. Th ese digging sticks were made from a wooden stick with a bone handle.

Trade Networks Th e Willamette Valley is centrally located in Oregon and has multiple waterways. Th ere were tribes to the North, South, East and West which provided an Above: A Native American woman with a portion of one season’s camas harvest. Photo courtesy of the National Park Service, Nez excellent opportunity to participate in trade. Perce National Historical Park. Photo #NEPE-HI-0773. Above left: Camas. Photo courtesy of the Oregon Websites and One of the benefi ts of living in the Willamette Watersheds Project, Inc. Valley is its waterways, which helped facilitate the exchange of not only goods, but of culture, ideas and technologies. Th e river systems that fl ow throughout the Pacifi c Northwest were the fastest way to travel from one point to another. Th ese “highways” were used for the exchange of goods and ideas over vast distances. Waterways allowed for increased mobility for the Kalapuya, and to take advantage of these natural highways, the Kalapuya became master canoe builders. Th e types of canoes constructed by the area’s Native residents were dugout log canoes, made from a single tree that was felled, charred and carved out. While the technology was similar throughout the region, diff erent tribes in the Northwest had uniquely shaped and decorated canoes.

“We treat them (canoes) as a living being and a part of us, an extension of us. It is a lifeway, carrying our culture.” A Grand Ronde Tribal Member

Above: Two Native Americans in a dugout canoe on the Canoes were the primary mode of long distance Columbia River. Lee Moorhouse, photographer. Courtesy of transportation for the Kalapuya, as the rivers the Library of Congress. allowed for easy travel through the Valley and up to Wascopam (today, Th e Dalles) on the Columbia. Wascopam was a major Native American trading site in the Paciﬁ c Northwest. From there Kalapuyans traded for salmon, dentalia shells, abalone, whale and seal products, obsidian, and later, for European goods. Wascopam was also a site of great diversity, and most Chinookans spoke multiple languages to accommodate diverse visitors. Gambling was also common among the groups trading at Wascopam, serving as entertainment and forming bonds among the diﬀ erent tribes. Regional trading sites were also frequented by the Kalapuya, such as Willamette Falls, where marriage ceremonies were often arranged and conducted. Intertribal marriages were common as they connected various tribes through social relationships. 7 Caring for the Land Th e Kalapuya were primarily hunters and gatherers, but they also strategically cultivated camas and tobacco. As expert land resource managers, Kalapuyans undertook a seasonal gathering cycle to access a wide variety of resources from the area’s rivers, valleys and mountains. Bands of Kalapuyans maintained centralized winter villages, building plank houses to accommodate multiple family groups during cold winter months. Individual families would depart from the villages in the summer months to gather berries, nuts and roots.

Th e Kalapuyans seasonally burnt their land to ensure a bountiful harvest the following year. Freshly burnt land created an ideal growing environment for the plants that were used for food and in basketry. Additionally, deer were driven into circles by these encroaching ﬁ res, where they could be picked oﬀ easily by hunters.

Th e Kalapuyans developed sophisticated systems for gathering resources. Th ey possessed technical knowledge, which was passed on from generation to generation, about how to shape rock, plant materials, and animal matter to produce all the tools they needed. Processing food resources, particularly camas, was a complex procedure. To cook camas, a hole would be dug and a fi re would be lit to heat large stones. Once the stones were heated, the fi re would be put out and the stones covered with leaves. From there, alternating layers of camas bulbs and leaves would be placed in the hole and covered with a top layer of fi re. Th e bulbs would be left in the ground for a couple of days, during which time they would be cooked from the heat given off by the rocks. Th is cooking process not only improved the taste of the camas, but transformed the root into a substance that could easily be stored.

“Long, long ago it was good country (had better hunting and feed gathering). Th ey were all Indians who lived in this countryside. Everything was good. No one labored (at hard labor for wages). Only a man went hunting, he hunted all the time. Women always used to dig camas, and they gathered tarweed seeds. Such things were all we ate. Th ey gathered acorns, they picked hazelnuts, they picked berries, they dried blackberries.” 1 William Hartless, Kalapuya elder and informant to anthropologist Melville Jacobs.

Wisdom of the Elders Elders played a crucial role in the education of Kalapuya youth, and the role continues today among the Oregon tribes. Oral tradition enables Native Americans to keep their culture alive and relevant. Th rough oral history, Native Americans preserve and transmit the beliefs, values, history and knowledge of their people. Without information passed on from elders, very

Right: Elders John Warren and his wife Cecilia, in Grand Ronde circa 1935. Photo by Joel V. Berreman. Photo courtesy of CTGR Cultural Resources Department Archives. 8 Facing Statehood Curriculum little would be known today about traditional Kalapuyan lifeways. We are all greatly indebted to these community leaders for preserving and sharing their histories and heritage with us.

“Our oral traditions teach us our morals and our history, and it tells us our social responsibilities. It deﬁ nes our identity.” A Grand Ronde Tribal Member

Non-Natives Come to the Oregon Country, and their Impact on Native Life Non-Native sailors began to arrive and explore Oregon in the late 1700s. Th is seemingly benign exploration would have a signiﬁ cant impact on Native American lifeways and lifestyles. Th e single most important factor in the shift in the Kalapuya way of life was the introduction of diseases. Th ese were diseases that the Kalapuya, and Native Americans in general, had never been exposed to, and they included small pox, inﬂ uenza, measles, mumps, rubella, diphtheria, cholera, scarlet fever, yellow fever and malaria. Th e introduction of these diseases would have dire consequences for Native Americans, and the Kalapuya were no exception. One late 1750s estimation of Kalapuya population puts it at around 15,000. By the 1840s, less than 100 years later, the population was estimated to be around 600. Th is is not merely a natural decline, but a dramatic drop with a devastating impact on culture and society.

Why would the Native Americans be so susceptible to these diseases? One theory is that most of the diseases considered “White Man’s” diseases are those that pass from animals to humans. Europeans, and Euro-Americans/ Canadians, lived a predominantly farming and animal husbandry lifestyle, while Native Americans, for the most part, were either hunters-gatherers or agriculturalists who did not domesticate livestock. Anytime a society domesticates animals, the chance of animal diseases passing to humans increases dramatically. Over time, people who live their daily life in close proximity to these animals develop immunity to these diseases, as do their children. Native Americans did not have the opportunity to develop these immunities and as a result, they were struck hard and fast, with dire consequences.

Th ese maps illustrate the epidemics that were introduced to Oregon’s Native population. From the Atlas of Oregon, 2nd Edition. William G Loy & Stuart Allan. OSU Press. December 2001. 9

Treaties and Reservations In the late 1700s the United States government began the process of negotiating treaties with Native American tribes. Th e goal of most treaties was to restore order to a region and to free up land for White settlers by removing Native Americans to a speciﬁ ed location known as a reservation. Reservations were to be a place that Native Americans could continue living a sovereign life and continue to practice traditional ways of life. Unfortunately the reality was much grimmer. For the majority of Native Americans, the parcels of land allotted to them were usually inferior to their traditional lands. And though this was not necessarily the case for those Kalapuya who were forced to live on the Grand Ronde Reservation, their new land was far from ideal. In some cases, if the Native Americans were hunters and gatherers, their new reservation lands did not contain the desired ﬂ ora or fauna, so what were they supposed to hunt or gather? Sadly, the forcing of Native Americans onto reservations caused many to starve to death. Th is happened in part because some Americans who were selected to be superintendents to oversee the reservations would steal some of the supplies, often giving inferior ones to the Native Americans, while hoarding the good ones. Th e other scenario that happened was that if the Native Americans were farmers, they were often relegated to lands that were not conducive to growing crops. Issues such as irrigation and climate also played a role in inhibiting them from cultivating their plants.

Today, all of the nine Oregon tribal governments have reservation or trust land created by treaties or federal acts. Th ese are lands over which tribes have regulatory authority. Like other sovereign tribes, Oregon tribes have the authority to decide their own “membership” quali- ﬁ cations and have a right to exclude individuals from their reservations. All Oregon tribes have the authority to elect their own governments, adopt laws and ordinances, and have their own departments dealing with governmental services and programs for natural resources, cultural resources, education, health and human services, public safety, housing, economic development, administration, and other areas. All but one, the Cow Creek Band of Umpqua Indians, have their own court system. Since 2001, Oregon has operated on a government-to- government relationship with Oregon tribes, and state law requires agencies that develop and implement policies to include tribes when these policies and programs aﬀ ect their interests. 10 Facing Statehood Curriculum

The Indians Hear a Treaty Speech in 1855 Santiam Kalapuya Th e Americans (troops) arrived. Th ey spoke as follows, “qa’ yaquts! [chief’s name]. Now we will give you quantities of money, (and) all sorts of things. So then you will not be poor. All your tribespeople will be just like Americans. You will be given everything - (property such as) cattle, horses, wagons, blankets, breeches, hats, coats, overcoats, quantities of fl our, sugar, coff ee. You will be given food for fi ve years. Th e Americans will watch over you. Th ey will make your fences. Th ey will plough your land. Th ey will fence your land. Th ey will make your houses. Th ey will build a hammer house (blacksmith shop). A man will come who knows how to make all sorts of things (a blacksmith). He will fi x your wagon for you if it should break. He will make the handle of your ground breaker (your plow). He will just fi x it (at cost). Th e great headman (the government of the United States – symbolized in the President) will pay for it. Whatever you may desire, he will make it.

“A trading house (a store) will be built. You may obtain (there) whatever you wish. An iron house (a blacksmith shop) will be erected, to repair what has gotten spoiled. Whatever sort of iron thing you may want, you will not have to pay for it. Th ere will be erected a paper (book) house (i.e., a school building). Your children will speak (read from) the paper (book). Th at is the way they will do like Americans. Twenty acres (will be given to) each person (Indian), and as long as you remain on the place, then it will be your own place. Th e great headman (the United States and its President) will give it to you to be your own place. After twenty years the (last) payment for your place will cease, and then no one will (be necessary to) watch over you. You will take care of your own heart (you will then be no longer a government ward). Th at is how you will be (then) just like an American...” (2)

Jo Hutchins’ Speech to Superintendent Meacham, Grand Ronde, 1869 Santiam Kalapuya

“I am watching your eye. I am watching your tongue. I am thinking all the time. Perhaps you are making fools of us. We don’t want to be made fools. I have heard tyees [chiefs] talk like you do now. Th ey go back home and send us something a white man don’t want. We are not dogs. We have hearts. We may be blind. We do not see the things the treaty promised. Maybe they got lost on the way. Th e President is a long way oﬀ . He can’t hear us. Our words get lost in the wind before they get there. Maybe his ear is small. Maybe your ears are small. Th ey look big. Our ears are large. We hear everything.

“Some things we don’t like. We have been a long time in the mud. Sometimes we sink down. Some white men help us up. Some white men stand on our heads. We want a schoolhouse build on the ground of the Santiam people. Th en our children can have some sense.We want an Indian to work in the blacksmith shop. We don’t like halfbreeds. Th ey are not Indians. Th ey are not white men. Th eir hearts are divided. We want some harness. We want some ploughs. We want a sawmill. What is a mill good for that has no dam? Th at old mill is not good; it won’t saw boards.

“We want a church. Some of these people are Catholics. Some of them are like Mr. Parish, a Methodist. Some got no religion. Maybe they don’t need religion.

“Some people think Indians got no sense. We don’t want any blankets. We have had a heap of blankets. Some of them have been like sail-cloth muslin. Th e old people have got no sense; they want blankets. Th e treaty said we, every man, have his land, he have a paper for his land. We don’t see the paper. We see the land. We want it divided. When we have land all in one place, some Indians put his horses in the ﬁ eld; another Indian turn them out. Th en they go to law. One man says another man got the best ground. Th ey go to law about that. We want the land marked out. Every man builds his own house. We want some apples. Mark out the land, then we plant some trees, by-and-by we have some apples. 11 “Maybe you don’t like my talk. I talk straight. I am not a coward. I am chief of the Santiams. You hear me now. We see your eyes; look straight. Maybe you are a good man. We will ﬁ nd out. Sochala-tyee-God sees you. he sees us. All these people hear me talk. Some of them are scared. I am not afraid. Alta-kup-et-I am done.” (3)

Kalapuya Unit Conclusion After students have completed this curriculum guide, visited the Facing Statehood exhibition, and/or the Methodist Mission/Early Settlement Homes, and/or participated in the Kalapuya Activity, they should be able to:

•List at least three things that impacted Native life from 1800- 1859, and discuss how their lives and culture adapted. •Retell how the arrival of non-Native settlers and the diseases they brought affected the Kalapuya. •Retell four positive or negative outcomes that occurred for Native Oregonians between 1800-1859. •Describe the “lifestyle” and “culture” of the Kalapuya. •Concisely summarize the arrival of the earliest settlers and some of the impacts they had on Oregon’s, specifically the Willamette Valley’s, First People.

Students should be able to distinguish stereotypical images of Native Americans from the actuality of those who lived in the Willamette Valley.

Follow-up Discussion Ask students about the stereotypical ideas they had about Native Americans before visiting the Museum. Did they change at all? Why or why not? How did they change? Why do they think they had those images? Where do the students think that they came from? Why? What can be done to dispel those images? Do the students think that their tour and/or activity helped them to understand more about Native American life and culture in Oregon? Why or why not?

A great resource for understanding the Kalapuya way of life is the Confederated Tribes of Grand Ronde website. Th e address is http://www.grandronde.org click on the Ntsayka Ikanum link and there are many great resources about culture, language, elders and the story of termination and restoration.

(Endnotes) 1 Coyote Was Going Th ere: Indian Literature of the Oregon Country, Compiled and Edited by Jarold Ramsey, University of Washington Press, Seattle 1977. 2 Coyote Was Going Th ere: Indian Literature of the Oregon Country, Compiled and Edited by Jarold Ramsey, University of Washington Press, Seattle 1977. 3 Coyote Was Going Th ere: Indian Literature of the Oregon Country, Compiled and Edited by Jarold Ramsey, University of Washington Press, Seattle 1977. 12 Facing Statehood Curriculum

Pre-Visit Lesson - The Kalapuya

Lesson 1 How did the Kalapuya Live 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Geography: SS.03.GE.05; SS.05.GE.07; SS.CM.GE.07.01; SS.05.GE.08; SS.08.GE.07.02; SS.CM.GE.07.01; SS.05.GE.08; SS.CM.GE.07; SS.CM.GE.07.01 History: SS.03.HS.01; SS.03.HS.02; SS.05.HS.05.01; SS.05. HS.05.02

Materials Needed: White Board or White Paper, Pens Time Needed: 30-60 minutes

Brief Overview: Th e Kalapuya lived in the Willamette Valley since time immemorial. Students discuss what they know about the Kalapuya. Many students have stereotypical images and ideas of Native Americans based on popular culture and media images.

Save the answers from the pre-visit activities to compare to the answers from the post-visit activities. After the class visits Mission Mill Museum, students should be able to answer the following questions correctly.

Part 1 Discussion: Write all answer on the white board or paper and save. Ask students leading questions about Kalapuya lifestyles.

1. What kind of houses did the Kalapuya live in? 2. What kinds of foods did the Kalapuya eat? 3. How did the Kalapuya get their food? 4. How did the Kalapuya preserve their food? 5. How did the Kalapuya prepare their food? 6. What kind of clothes did the Kalapuya wear? 7. How did the Kalapuya store their food? 8. What kind of transportation did the Kalapuya use? 9. How did the Kalapuya learn their history? 10. What kinds of tools did the Kalapuya use to gather and/or hunt with? 11. What did the Willamette Valley look like before the pioneers arrived? 12. How did the Valley change after the pioneers arrived?

Part 2 Activity: Have students draw a picture about some aspect of what was discussed. Th ey may use the list created.

Adaptation for 6th-8th grades Have the students write a story based on what was previously discussed. If time allows, they may illustrate their story. 13 Pre-Visit Lesson - The Kalapuya

Lesson 2 Time of Year 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: History: SS.05.HS.05.01 English Language Arts: EL.02.WR.06; EL.02WR.25; EL.02. WR.21; EL.03.WR.24; EL.03.WR.26; EL.03.WR.27; EL.04.WR.23; EL.04.WR.24; EL.05. WR.11; EL.05.WR.26 & 27; EL.06.WR.01-16 Section i: Pre-Visit Materials Needed: lessons White Board or White Paper I & II Pens Blank 8.5 x 11 paper any color Calendar template Time Needed: 30-60 minutes

Part 1 Brief Overview: To expose students to the traditional Kalapuya calendar year and to help them understand their lifestyle. Do not show students the Kalapuya Calendar year as this will be used in a post-visit activity.

Discussion: Write all answer on the white board or paper and save. 1. Write the names of all the months on the white board/paper leaving enough room to write below each month. 2. Ask the students what they do during each month and write answers on the paper. 3. Ask the students what they think the Kalapuya would have done during each month. 4. Why is a calendar important? 5. Does a calendar impact how we live our lives? If so, how? If not, why do we have them? 6. Discuss any and all diﬀ erences.

Part II Have students pick one month and create a calendar based on that month using the answers on the white board/paper.

Directions for calendar: Take a piece of 8.5 x 11 paper any color and the calendar template. Glue the calendar template on the 8.5 x 11 piece of paper on the bottom half. Have students draw a picture of what they do during the month they select and have them add in the dates.

Adaptation for 6th- 8th grades Have the students journal about what they do during each month and then write what they think the Kalapuya would have done during the same time period. Is it the same or diﬀ erent? Have them compare and contrast the diﬀ erences and explain their conclusions. 14 Facing Statehood Curriculum Traditional Kalapuya Calendar Year

January-Burned Breast-So called as people occasionally got singed on their chests because they were sitting too close to the ﬁ re. Winter dances are beginning.

February-Out of Provision-Food supplies are running short. Hunters try to replenish with fresh game.

March-First Spring-People begin short camping trips to gather food, especially fresh shoots of camas.

April-Budding-Kalapuya start to make more extensive trips to the Willamette Valley ﬂ oor to gather camas roots.

May-Flower Time-Camas is in full blossom while the people exit the winter home to begin summer gathering. Salmon have begun annual run up the Willamette River and tributaries.

June-Camas Harvest-Women begin the three-month-long season of gathering camas roots and dry them for winter. Fish and berries are also harvested.

July-Half Summer Time-Th e Kalapuya collect caterpillars and hazelnuts during the hot, dry weather.

August-End of Summer-Th e Kalapuya continue to collect berries, nuts and roots in preparation for winter.

September-Kalapuya New Year-Prairie burning commences for tarweed seed harvesting and groups are harvesting acorns, berries and camas roots.

October-Hair (leaves) Fall Oﬀ -Northern Willamette Valley camps relocate near lakes to begin wapato harvest and southern camps complete camas harvesting.

November-Approaching Winter-Prepare winter homes.

December-Good-Th ey settle into winter homes before the hard winter arrives.

Susanne Stauss, “Relating to Kalapuya Culture.” Marion County History Vol. 34, No. 4 (Winter 1996):3 15

Seasonal Based Traditional Activity Calendar

– SUMMER – – SPRING – May, June, July March & April & August TEMPORARY SUMMER CAMPS CAMPS Windbreaks and Huts constructed of Camas* woven Fir Boughs Cattails Bracken Fern* Cats Ear Freshwater Mussels Crawfish Wild Mint Yerba Buena Balsamroot Skunk Cabbage Salmon Eulachon Sturgeon Lomatium* Cow Parsnip* Wild Carrot* Eels Bitterroot Killdeer Yampah Tarweed Berries Insects Wild Onions* Honey Salal Berries

– FALL – – WINTER – September & October November, December, January & February TEMPORARY CAMPS PERMANENT SEMI Subterranean Acorns Quail pithouses and Hazelnuts Grouse plankhouses Myrtlewood Nuts Chipmunk Tobacco Cougar Bear Berries Bobcat White Tailed Deer Wapato Timber Wolf Black Tailed Deer Seasonal Burning Raccoon Roosevelt Elk Ducks Geese Beaver Bear Construction of Baskets

Graphic courtesy of the Confederated Tribes of the Grand Ronde. 16 Facing Statehood Curriculum

Calendar Template 17 Pre-Visit Lesson - The Kalapuya

Lesson 3 Maps, Maps and More Maps 4th - 8th Grades

Oregon Standards Benchmarks and CIMs met: Geography: SS.03.GE.01; SS.05.GE.01; SS.08.GE.01.01; SS.03.GE.02; SS.05.GE.02; SS.05.GE.02.01; SS.05.GE.07; SS.08.GE.07; SS.05.GE.07.01 & .02; SS.05.GE.08; SS.CM.GE.01; SS.CM.GE.02 History: SS.CM.HS.01; SS.CM.HS.03 & .04; SS.05.HS.02; Section i: SS.08.HS.02; SS.05.HS.03; SS.05.HS.05.02; SS.08.HS.06.03 Pre-Visit lesson Materials Needed: III State Map with Counties Pens/Crayons Time Needed: 30

Brief Overview: Spatial issues are hard for some students to understand. Th is lesson helps students understand the drastic changes in land occupation and usage that the Kalapuya experienced during a 50 year time period.

Activity 1 Using the blank state map by counties (next page), have students count how many counties are now in the area once inhabited by the Kalapuya of the Willamette Valley. Have students color and name the counties. Once done, have students compare this to the size of the Grand Ronde reservation.

1. Is there a size diﬀ erence between traditional lands and the reservation? If so, how much and is it large or small? 2. How would this aﬀ ect their traditional lifestyle? Why? 3. Why do you think the amount of land changed? 18 Facing Statehood Curriculum 19 Pre-Visit Lesson - The Kalapuya

Lesson 4 New Words/Old Words 3rd - 5th Grades

Oregon Standards Benchmarks and CIMs met: English Language Arts: EL.03.RE.01; EL.03.RE.08; EL.03.RE.12; EL.03.RE.13 & .18; EL.04.RE.09; EL.05.RE.09; EL.06.RE.09; EL.07.RE.08 & .09; EL.08.RE.08.13 Section i: Materials Needed: Pre-Visit Vocabulary Words lesson Dictionary or on-line access IV Paper and pen Time Needed: 30

Brief Overview: New words and terms can be intimidating. Students become familiar with new terms and concepts in this activity.

Vocabulary Words Nomadic Ancestor Oral Traditions Disease Canoe Controlled Burning Chinuk Wawa Plank House Treaty Digging Stick Ratiﬁ ed Camas Reservation Wapato Sovereign Mortar & Pestle Termination Bow & Arrow Restoration Atlatl Bureau of Indian Aﬀ airs

Directions: Have students copy down the vocabulary words. Working either individually or in groups of two have the students look-up the words in the dictionary or on-line. If the student cannot ﬁ nd the deﬁ nition have them guess and see how close they are.

Option 2: Give the students the words and have them guess what each term means. When done have them compare the deﬁ nitions to the actual meaning.

Option 3: For older students have them pick one word or term and write a paragraph to one page report on the selected term. 20 Facing Statehood Curriculum

Post-Visit Lesson - The Kalapuya

Lesson 1 How the Kalapuya Lived Part II 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Geography: SS.03.GE.05; SS.05.GE.07; SS.CM.GE.07.01; SS.05.GE.08; SS.08.GE.07.02; SS.CM.GE.07.01; SS.05.GE.8; SS.CM.GE.07; SS.CM.GE.07.01 History: SS.03.HS.01; SS.03.HS.02; SS.05.HS.05.01; SS.05. HS.05.02

Materials Needed: White Board or White Paper, Pens Time Needed: 30-60 minutes

Brief Overview: Th e Kalapuya lived in the Willamette Valley since time immemorial. Students discuss what they know about the Kalapuya through class discussion. Many students have stereotypical images and ideas of Native Americans and after they visit Mission Mill Museum they should be able to diﬀ erentiate between stereotypes and reality.

Using answers from the pre-visit activities compare them to the answers that they are able to give now. Use the same questions listed below. After the class visits Mission Mill Museum students should be able to answer the following questions correctly.

Part 1 Discussion: Write all answers on the white board or paper and save.

Ask students leading questions about Kalapuya lifestyles.

1. What kind of houses did the Kalapuya live in? 2. What kinds of foods did the Kalapuya eat? 3. How did the Kalapuya get their food? 4. How did the Kalapuya preserve their food? 5. How did the Kalapuya prepare their food? 6. What kind of cloths did the Kalapuya wear? 7. How did the Kalapuya store their food? 8. What kind of transportation did the Kalapuya use? 9. How did the Kalapuya learn their history? 10. What kinds of tools did the Kalapuya use to gather and or hunt with? 11. What did the Willamette Valley look like before the pioneers arrived? 12. How did the Valley change after the pioneers arrived?

Part 2 Activity: Have students draw a picture about some aspect of what was discussed. Th ey may use the list created. Are the pictures diﬀ erent pre-visit versus the post-visit? How? 21 Adaptation for 6th- 8th grades Have the students write a story based on the discussion. If time allows they may illustrate their story. Follow Up: How were the students perception of Kalapuya life changed by the visit, if at all?

Post-Visit Lesson - The Kalapuya

Lesson 2 Time of Year Part II Section i: 2nd - 5th Grades Post-Visit lessons Oregon Standards Benchmarks and CIMs met: I & II Geography: SS.03.GE.05; SS.05.GE.07; SS.CM.GE.07.01; SS.05.GE.08; SS.08.GE.07.02; SS.CM.GE.07.01; SS.05.GE.8; SS.CM.GE.07; SS.CM.GE.07.01 History: SS.03.HS.01; SS.03.HS.02; SS.05.HS.05.01; SS.05.HS.05.02

Materials Needed: White Board or White Paper, Pens, Blank 8.5 x 11 paper any color, Calendar template Time Needed: 30-60 minutes

Brief Overview: Students have been exposed to the Kalapuya calendar year and should be able to explain what the Kalapuya do during each of the months.

Discussion: Write all answer on the white board or paper and save.

1. Ask the students to name the Kalapuya calendar months. Give help when needed. 2. Write answers on a board or large piece of white paper. 3. Using the calendar template create a year long calendar writing the Kalapuya month and illustrating a picture of what the Kalapuya did during that month. If there is room they can divide the page and draw one thing that they do during the same month. Is it the same or diff erent? 4. Re-ask the question - Why is a calendar important? Compare the answer from the pre-visit activity. Is it the same or diff erent? 5. Re-ask the question - Does a calendar impact how we live our lives? Compare the answer to the pre-visit activity. Is the answer the same or diff erent? How?

Directions for calendar: Take a piece of 8.5 x 11 paper, any color, and the calendar template. Glue the calendar template to the top half of the 8.5 x 11 piece of paper on the bottom half.

Adaptation for 6th-8th grades Have students look at their journal entry from the pre-visit activity. Have them journal about what they learned about the Kalapuya’s activity during each month. Is this diﬀ erent or the same from what they thought the Kalapuya did before they visited Mission Mill Museum? Have them compare and contrast the diﬀ erences and explain their conclusions. Share with the class. 22 Facing Statehood Curriculum

Post-Visit Lesson - The Kalapuya

Lesson 3 Maps, Maps and More Maps Part II 4th - 8th Grades

Oregon Standards Benchmarks and CIMs met: Geography: SS.03.GE.01; SS.05.GE.01; SS.08.GE.01.01; SS.03.GE.02; SS.05.GE.02; SS.05.GE.02.01; SS.05. GE.07; SS.08.GE.07; SS.05.GE.07.01 & .02; SS.05.GE.08; SS.CM.GE.01 History: SS.CM.HS.01.01; SS.CM.GE.02; SS.CM.HS.03 & .04; SS.05.HS.02; SS.08.HS.02; SS.05.HS.03; SS.05.HS.05.02; SS.08. HS.06.03

Materials Needed: White Board or Paper Pens/Crayons Internet access would help with this lesson Time Needed: 30

Brief Overview: Spatial issues are hard for some students to understand. After visiting Mission Mill Museum students should have a better understanding of issues of land usage and ownership.

Activity 1 1. How did land usage by the Kalapuya change after Europeans, and Euro-Americans/Canadians arrived in the Willamette Valley? Why? 2. What is a treaty? 3. How did the treaties change Kalapuya land practices? 4. How did the treaties impact the settler’s land practices? 5. Were these practices fair to both sides? Why or Why not?

Activity 2 Have the class split into two groups. One group is the Kalapuya and the other is the settlers. Have them try to write a treaty. Use a white board or a large piece of white paper to write down suggestions. Are they being fair to both sides? Does fairness matter? Do language barriers make a diﬀ erence? Th ey can use the classroom as a basis for distribution of land. For example, the Kalapuya can have the space of 4 desks and the settlers get the rest.

Some questions to ask: Do the Kalapuya that have the space of 4 desks have access to water and traditional gathering and hunting grounds? Does it matter to the settlers? Should it matter? If so, why? What are the beneﬁ ts to the settlers? Are there beneﬁ ts to the Kalapuya?

Once the treaty has been drawn up, have students present the treaty to the class. Have the two sides debate why they came to the conclusions they did. Is this treaty fair? Try holding a regular class with the two sides assigned to their treaty locations. Can the class function normally? What problems arise? Are they similar to the problems that the Kalapuya and settlers faced? Why or why not? How would students resolve these problems? Is the resolution the same as what the resolution was between the settlers and the Kalapuya? Would students try to re-negotiate the treaty? Why or why not? Did the Kalapuya try to re-negotiate the treaty? What would they do if the Government 23 didn’t address the concerns of the Kalapuya and their alleged mistreatment?

After participating in this exercise have a class discussion about perceptions and treatment of minorities. Are there any groups or individuals in the class that have experienced any of these feelings during a normal day at school? Ask a student to give an example or have them write them on a piece of paper and read them anonymously. One example might be about where students sit in the cafeteria. Is the cafeteria a place of inclusion or exclusion? Why? Why do the students think these divisions happen? What can be done to overcome these divisions? Is it Section i: worth the eﬀ ort? Why or why not? Post-Visit lesson III 24 Facing Statehood Curriculum Section II: When Things Changed

Theme From 1750-1859 great changes occurred in the Willamette Valley, and throughout Oregon. Th e Valley saw mass deaths due to diseases striking the region’s indigenous population. Europeans, and Euro-Americans/Canadians, arrived with their culture and their goods. Large-scale migration of Americans along the Oregon Trail occurred, in part because of the ideals of “Manifest Destiny,” and impacted the area. In this section, students explore the events and people who brought and experienced these changes.

•Describe Manifest Destiny and the impact that it had on Oregon, specifically the Willamette Valley. •Name the first ship to cross the bar into the Columbia River. •Retell how the arrival of Europeans and Euro-Americans/Canadians changed the Valley. •List at least four tools/technologies that changed the Valley and its landscape and why. •Tell four positive or negative outcomes that occurred between 1800 and 1859. •Describe how the arrival of Christianity, Protestant and Catholic, changed the Valley and its people both positively and negatively. •Retell how sickness changed the Valley and its people. •Name what influence, if any, the fur trade had in Oregon and the Willamette Valley. •Name what impact the Catholic and Methodist Missionaries had on the Kalapuya and Canadian and American settlers. •Tell how farming impacted the Valley and its people. •Tell how mills changed the Valley and its people. •Name at least three different kinds of mills.

Introduction Many changes occurred in what would become the state of Oregon from the late 1700s up to statehood in 1859. During this time, fur trappers, explorers, missionaries and settlers arrived; diseases they inadvertently brought drastically altered the lives and population of the Kalapuya; disputes over land and between people and nations, as well as issues of minorities living in Oregon erupted. Th ese great changes would forever impact and sculpt the land and the people who were eligible to be citizens of the State. However, not all people would be eligible for citizenship, and those who weren’t, many of them minorities in the region, would face such things as discrimination, humiliation, removal and sub-par treatment as the area transformed from the Oregon Country to the 33rd state. 25 Tools of Change Tools have always had an impact on how humans live and adapt to their environment, and the same happened in the Willamette Valley. Th e Kalapuya used tools such as spears, bow and arrows, ﬁ re, digging sticks and baskets to help them hunt and gather food, and modify their environment. Th e arrival of non-Natives to the area changed how the Kalapuya hunted and gathered food and how the land was used. Th e Kalapuya were hunter-gatherers, but the settlers were mainly farmers, ranchers and trappers. Th e tools that these people brought and used were very diﬀ erent then those of the Kalapuya.

Some of the tools that settlers brought were used for hunting, farming and manufacturing. Section II: Tools used for hunting included metal traps and guns, which helped them successfully hunt When more and larger game. Another tool they brought with them that would change the landscape Things of the area was the plow. Plows were used to break ground to make it easier to plant seeds. Changed Farming required trees be cut down so that large-scale planting could take place. Ironically, one of the reasons the Willamette Valley was so appealing as farmland for the early settlers was that the Kalapuyan practice of cyclic burning created very fertile soil with many open prairies. Once farming was established, it impacted the ability of the Kalapuya to gather their traditional foods because they no longer had access to the land now being used to cultivate wheat.

The Ship Th e fi rst European or American ships to sail up the Oregon Coast did so in the mid to late 1700s, and others followed. Th ese early ships brought some of the fi rst settlers to the Oregon Country; among them was a very small group of Methodist missionaries who came to Oregon in 1837 aboard a ship called the Diana. Along with people, ships brought supplies and news from back home. One of the most famous was Captain Robert Gray’s Columbia Rediviva, which in 1792 was the fi rst ship to sail up the Columbia River and is the reason the Columbia River has that name. Others had seen the large river, but decided not to risk entering its treacherous waters.

Sickness Image from Oregon: Her History, Her Great Th e early explorers, trappers, missionaries and settlers Men, Her Literature, by John B. Horner. brought diseases with them that the Native Americans had never been exposed to. Some of the most deadly were smallpox, inﬂ uenza and malaria. Modern Western medicine was still in its infancy in the early 1800s when these diseases struck. Sadly, neither Western nor Native medicinal practices could stop the devastation. Th e rapid decline in the Kalapuya population due to sickness would pave the way for American settlers, and population losses meant that the Willamette Valley did not see the violent Indian Wars that occurred in other areas, mainly eastern and southern, of the Oregon Country. - See graphics on pages 8 & 9.

“About thirty years before this period, the smallpox had committed dreadful ravages among these Indians, the vestiges of which were still visible on the countenances of the elderly men and women.” Ross Cox, 1812 26 Facing Statehood Curriculum

The Trap Beaver fur was a highly valued commodity in Europe and China. Th e demand for fur led trappers to seek their prey farther and farther west, as they depleted their numbers in the eastern part of North America. Th is led them away from their homes into what was a great wilderness.

Fort Astoria was established in 1811 by the Paciﬁ c Fur Company, later bought by the North West Company and would merge with the Hudson’s Bay Company in 1821. Soon after the merger, the Hudson’s Bay Company relocated their main trading center to Fort Vancouver, which was established in 1825. Th e Hudson’s Bay Company, under the control of Chief Factor Dr. John McLoughlin, created an environment for a diverse community of trappers and workers to co- exist. Many French-Canadian trappers who worked for the Company took Native wives, and would go on to retire and settle in the Oregon Country. In fact, many settled on the land around Champoeg, in an area we know as French Prairie. In 1830, they established the ﬁ rst agricultural settlement in this area.

Th ere were others who came to trap and work for the Hudson’s Bay Company, in addition to the French-Canadian trappers. Among them were Iroquoian speaking people from the northeastern U.S and southeastern Canada. As the beaver population was depleted in the lands around their homes, they moved farther and farther west in the pursuit of quality pelts. Many of them reached the Oregon Country and joined the North West Company and the Hudson’s Bay Company. Like their French-Canadian counterparts, Iroquoian speakers married into local Native tribes. When the era of resettlement onto reservations occurred, these Iroquoian/ Kalapuyan mixed families were also removed to reservations such as Grand Ronde. Many of their descendants remain in Oregon today.

Th ere was one ﬁ nal group of travelers that were drawn to the region by the trapping companies. Many ships stopped in the Sandwich Islands (Hawaii) to replenish goods and to take a much needed break from the dangers and perils of the sea. Often, the ships would take on Native Hawaiians who were looking to come to Oregon to make money. Hawaiians were instrumental in trapping, whaling, ﬁ shing, as general laborers, and in the construction of mills and settlement buildings. Th ey even helped the Methodist missionaries erect their earliest buildings. Th e standard agreement between Hawaiians and the ship captains/fur companies was a three year contract that featured labor service by the Hawaiian in exchange for room and board, clothing and $100 worth of goods. As more American settlers entered the region, the amount of racism toward Hawaiians increased. With the passage of the Oregon Donation Land Act (see page 28), Hawaiians were denied land ownership, and as a result many hard-working Hawaiians returned to their native islands.

The Bible Th e year 1803 saw the beginning of a great adventure: the start of the Lewis & Clark expedition that would traverse much of the North American continent. Th e expedition was a great success for gathering information about everything from ﬂ ora and fauna, to geography and Native peoples. Many of the members of the expedition carried the Bible with them. Th is one simple thing would change the lives of many. Th e Christian Advocate and 27 Journal carried a story in 1833 about a group of Nez Perce and Flathead Indians who traveled to St. Louis to seek out William Clark. Th e story reported was that they were searching for a book that a White Man had told them about; a book that tells the reader how to talk with the Great Spirit (God) and how to live with Him in the afterlife (heaven). Th is article fed into the religious revival movement known as the Second Great Awakening. Th e Methodists took this article as proof that the Native population wanted and needed “saving.” In response, Reverend Jason Lee and his nephew, Daniel, joined Nathanial Wyeth on an overland journey west in 1833. Upon reaching Fort Vancouver in the Oregon Country, Jason Lee met with Hudson’s Bay Company’s Chief Factor Dr. John McLoughlin. With the help of Dr. McLoughlin, Jason Lee established the Willamette Mission in 1834 at the site now known as Mission Bottom.

“Many of the inhabitants (of the Willamette Valley) came to see us and remained for hours conversing about various things in the Canadian tongue. I understand some of their conversation but not enough to converse on religious subjects…Have concluded to preach the ensuing Sabbath at Mr. Jerrais’, thought the congregation will consist mostly of persons who will not understand the discourse.” Jason Lee, 1834

Th e original Willamette Mission site was located 10 miles north of present day Salem at Mission Bottom. While Jason Lee was busy with building construction, Cyrus Shepard was recovering from illness and instructing the residents of Fort Vancouver. Once he was stronger, Shepard joined Lee at Mission Bottom. On April 5, 1835, Cyrus Shepard began the ﬁ rst Sabbath School west of the Rockies here in the Willamette Valley.

Although the Methodist Mission Th is is a sketch of the original Mission at the Mission Bottom was the ﬁ rst in the Oregon Country, site. Salem Public Library #LS1.

more denominations would follow, including Catholics and other Protestants. Th e French- Canadian fur trappers who had retired to French Prairie sent letters back East requesting Catholic priests. Th ey wanted to be able to sanctify their marriages, baptize their children and establish a school. Th ey were so eager for a school that they had erected a church before the requested priests arrived.

Even though Protestants and Catholics had the same goal in mind when they came to Oregon - converting the Native Americans to Christianity-

Rev. F. Norbert Blanchet presenting the Catholic Ladder at the Cowlitz Mission in 1839. Photograph courtesy of the Archives of the Catholic Archdiocese of Seattle. 28 Facing Statehood Curriculum

they held great animosity and hostility toward one another. Early on, Catholic Priest, Father Blanchet, designed a graphic to illustrate the steps to salvation to help the indigenous population to better understand Christianity. Th is graphic was known as the Catholic Ladder. In response, Protestant missionary, Eliza Spalding, designed a diff erent version of the ladder. One of the main diff erences that clearly illustrates the ill will between Catholics and Protestants was that in Eliza’s version of the ladder, the Catholic bishops are shown falling into the fl ames of Hell.

Th e Bible is one of the factors that forever changed the way of life for those who inhabited the Willamette Valley and Oregon. When Native Americans converted to Christianity they were required to leave behind their traditional beliefs and values. Th is included their semi-nomadic way of life. Th e missionaries wanted Native Americans to embrace not only the Christian faith, but an agricultural lifestyle as well.

The Wilkes Expedition Th e years 1838-1842 saw Captain Charles Wilkes lead an U.S expedition around the Pacifi c Ocean. He was tasked to survey, observe and collect scientifi c information and specimens. Th is information would be made public back East. Wilkes spent time in 1841 exploring what is now known as Oregon and Washington. His expedition collected ethnographic data about the Native Americans, along with information on and specimens of plants that they thought would be useful. Th e collections from this expedition were immense and a small institute was placed in charge of cataloging and preserving the specimens and journals. Th is once small institute charged with the duty of preserving the collections from this expedition has grown into our national museum complex, the Smithsonian Institute. Th e Smithsonian Institute, between 1860 - 1880, courtesy of the Library of Congress. The Farm Th e Methodist missionaries brought with them an agricultural lifestyle that centered on growing wheat. As more and more trappers retired to the Willamette Valley the number of farms grew. 1843 saw the formation of the fi rst wagon train to Oregon. Many of the early overland settlers hoped to establish farms on the fertile land that they had heard so much about. For some who made this journey, Oregon was a place of bounty, while others found only hardship and heartache.

In 1850, the Oregon Donation Land Act (ODLA) was established. Th e ODLA allowed any single American male to claim 320 acres of land. If he was married, his wife could also claim 320 acres, for a maximum of 640 acres. Th e key was to be the ﬁ rst ones to claim the fertile land. With the arrival of so many people, the “good” land was soon gobbled up and many were left with poorer quality soil. Th ose that settled on the lesser lands often times endured hardship and ultimately lost their claims for failing to make the required improvements.

Th e arrival of large numbers of farmers signaled the beginning of the end of Kalapuyan gathering customs, as farming and livestock practices were incompatible with the cultivation needs of traditional foods. After having already endured devastating epidemics, the strain on their resources was yet another blow to the Kalapuyan people.

“Since the settlement of the country by Whites and the introduction of swine these roots have gradually diminished in quantity and within the two last years by the inclosing and cultivating [of] the soil where the cammas grows and the increased number of hogs running at large these roots have almost entirely disappeared. Th e wild game which has formerly been very abundant has also very much diminished.” Joel Palmer, Superintendent of Indian Aﬀ airs for the Oregon Territory, 1853-1857. 29 The Mill Mills were crucial to the success of any settlement. Without a mill, lumber had to be cut and shaped by hand, and wheat had to be ground with a mortar and pestle or boiled. Water power provided energy for the early mills, which were considered essential by the Methodist missionaries. Around almost every new settlement in the Oregon Country, a lumber mill and a grist mill (for milling wheat) appeared, improving frontier life for new immigrants. Photo of sawmill courtesy of the Library of Congress.

“Long ago only Indians lived in this country. Th ey did not labor so as to ﬁ nd their food. It merely grew on the prairies, in the hills. But we never split apart the earth. Even our wood which we burned, we did not chop up. We simply gathered our wood.” William Hartless, from Th e Kalapuya Texts by Melville Jacobs.

“An then joy of joys! We had wheat bread. No more boiled wheat, nor fl our ground in a coff ee mill,-but genuine wheat bread. You, the reader, who probably never ate a meal in your life without the bread, have little conception of the deliciousness of a biscuit after the lapse of a year.” William Th ompson after his fi rst harvest and visit to the grist mill. Th e Salem Flour Mill, which opened in Th e Willamette Woolen Manufacturing Company was 1865. Salem Public Library #3299. established in 1857 in Salem, Oregon, by Joseph Watt. Th is was the fi rst woolen mill founded in Oregon. To supply water power to this mill, the mile-long Salem Ditch was dug. To celebrate the monumental event, a large party was thrown and attended by many people from all over the Valley. Although the Willamette Woolen Manufacturing Company started strong, it slowly fi zzled due to debt and fi nally burned down in 1875.

“It was my lot to be detailed to the work of making the ditch which was well ny completed in one summer.” W.H. Rector, 1857

Th e Willamette Woolen Mill opened in 1857 and was the ﬁ rst woolen mill in Oregon. Salem Public Library # DSCF7559. 30 Facing Statehood Curriculum

The Great Migration 1843 marked the beginning of a new era in Oregon’s history. For the fi rst time, hundreds of American settlers traversed the Country in wagon trains with the hopes of staking land claims in Oregon. Th e emigrants had to be careful about the provisions they chose to bring with them, and the hazards of the trail claimed many lives along the way. Th e trials of the journey, however, did not discourage many of those suff ering from “Oregon Fever,” and the number of emigrants continued to grow each year. “Manifest Destiny,” or the whole-hearted belief that it was God’s will to extend the boundary of the United States and “civilization” from the Atlantic to the Pacifi c, engulfed many politicians and frontier communities. Politicians and public speakers boasted frequently of Oregon’s potential and as a result many of those seeking a new start came to Oregon.

“To be sure, the land was bountiful, and controlled ﬁ res set by the Native peoples had cleared much of it from trees and brush. But plowing, planting, cultivating, harvesting, and processing crops required long, tedious hours of hard work by humans and animals.” David Peterson del Mar, historian.

Not all pioneers had a happy story. One such story was that of Boston school teacher, Hall Jackson Kelley. He believed that the Oregon Country should become a part of the United States. In 1830, he formed the “American Society for Encouraging the Settlement of the Oregon Territory,” and began writing pamphlets and contacting senators for support. He joined Ewing Young in 1834 on an overland journey to Oregon. His Oregon dreams were not realized, however, for when he reached the area, he was labeled a horse thief by Dr. John McLoughlin and was not allowed to trade at Fort Vancouver. Discouraged, he returned to New England and would never return to Oregon.

“…A free and exclusive trade with the Indians, and with a colony in Oregon, would very considerably increase the resources, and promote the commercial and manufacturing interests of our country.” Hall J. Kelley on Oregon

Blacks also came to Oregon with the great migration of settlers. Some came as free men who sought a new beginning and a farm of their own. Others had no choice, coming to Oregon as slaves. Slavery often times Hall Jackson Kelley meant separation for spouses, siblings and children. One such case was that of Robin and Polly Holmes. Th eir owner, Nathaniel Ford, brought them to Polk County, Oregon, in 1844 with the agreement that if the Holmes accompanied the Ford’s relatives to the mines that Robin and Polly Holmes would be granted freedom. A year later they were given their freedom but their three children were not. Ford claimed that he was holding their children,

Mary Jane Holmes, later Shipley Drake, was a slave in Oregon for several years before winning her freedom in 1849. From the collection of the Benton County Historical Society. 31 not as slaves but as wards for their protection because the Holmes had lost a child to disease, but the Holmes were afraid that Ford would take the children back East and sell them. Robin Holmes took Ford to court to try to get his children back. After a long drawn out court battle, the Holmes family was ﬁ nally reunited in 1849.

Section II: When Things Changed Conclusion After students have completed this curriculum guide, visited the Facing Statehood exhibition, and/or the Methodist Mission/Early Settlement Homes, and/or participated in the Pioneer Life Activity, they should be able to:

•Describe Manifest Destiny and the impact that it had on Oregon, specifically the Willamette Valley. •Name the first ship to cross the bar into the Columbia River. •Retell how the arrival of Europeans and Euro-Americans/ Canadians and the diseases they brought changed the Valley. •List at least four tools/technologies that changed the Valley and its landscape and why. •Tell four positive or negative outcomes that occurred between 1800 and 1859. •Describe how the arrival of Christianity, Protestant and Catholic, changed the Valley and its people. •Retell how sickness changed the Valley and its people. •Determine what influence, if any, the fur trade had in Oregon and the Willamette Valley. •Tell what impact the Catholic and Methodist Missionaries had on the Kalapuya and the Canadian and American settlers. •Tell how farming impacted the Valley and its people. •Tell how mills changed the Valley and its people. •Name at least three different kinds of mills.

Follow-up Discussion Questions: 1. Do students think Manifest Destiny had a positive or negative inﬂ uence in Oregon? Why or why not? 2. What do students think about how diseases impacted and shaped the formation of Oregon? 3. What do they think would happen if an epidemic broke out in Oregon today? 4. What was the role of the Oregon Donation Land Act in settling Oregon? 5. What event or change do students believe to be the most signiﬁ cant during the time period of 1800 to 1859? Why? 6. What do students think to be the biggest technological change in Oregon during this time? 7. Did ships or wagons have the greatest impact on Oregon? Why? 32 Facing Statehood Curriculum

Pre-Visit Lesson – When Things Changed

Lesson 1 Tools, Tools, and More Tools 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Economics: SS.CM.EC.01; SS.08.EC.04 History: SS.05.HS.05.01 & .02; SS.CM.HS.06.03; SS.05.HS.06.02; SS.CM.HS.07.02

Materials Needed: White Board or White Paper, Pens Time Needed: 30-60 minutes

Brief Overview: Th e Europeans and Euro-Americans/Canadians brought new tools and technologies to the Oregon Country. Th is lesson helps students recognize the impact that these tools and technologies had on the Willamette Valley.

Part 1 Discussion: Write all answer on the white board or paper and save.

Ask students leading questions about tools and technologies to compare and contrast. 1. What kind of tools did Native Americans use for hunting? 2. What kind of tools did Euro-Americans use for hunting? 3. Are they the same or diff erent? Did the tools used change the type of foods hunted? 4. What kind of tools did Native Americans use for house building? 5. What kind of tools did Euro-Americans use? 6. Are they the same or diff erent? Did the tools used change what kind of house the users lived in? 7. What kind of tools did Native Americans use for harvesting food? 8. What kind of tools did Euro-Americans use for harvesting food? 9. Were the tools used the same or diff erent? Did the tools used change how food was harvested? 10. How did Native Americans grind camas into fl our? 11. How did Euro-Americans grind fl our? 12. How would the technology brought by Euro-Americans change how food is processed and stored?

Part 2 Activity: Have students draw a picture of a tool or technology discussed. Th ey may use the list created.

Adaptation for 6th- 8th grades: Have the students write an advertisement for the tool or technology discussed. If time allows they may illustrate their ad.

Part 3 Activity: Have students use a mortar & pestle to grind a hazelnut or other type of nut into ﬂ our (if in Salem you can buy a mortar & pestle at Lifesource). Try with a hand crank food grinder and also an electric food processor. 1. What method is easiest? Why? 33 Pre-Visit Lesson – When Things Changed

Lesson 2 Ships 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Science: SC.05.PS.04; SC.05.PS.04.01; SC.05.PS.04.02; SC.08.PS.04; SC.08.PS.04.01; SC.CM.PS.04 Section II: Materials Needed: Pre-Visit 1 inch sewing needles lessons cork-wine bottle corks work well I & II magnet glass/cup water Time Needed: 30-60 minutes

Brief Overview: Ships carried people and supplies long distances. However, staying on course was crucial in assuring that goods and people arrived at their destination in a timely manner. One of the tools that was commonly used was a compass. Students will make a compass and see if they can stay on course!

Part I Th is activity can be done individually or in groups of two or four.

Directions for making a compass: 1. Rub sewing needle against a magnet. Make sure you rub the needle in the same direction. 2. Stick needle thru the cork. 3. Fill glass/cup with water 4. Put needle cork compass into the glass of water. 5. Once stabilized the needle will point North.

Part II Create a map of the classroom, school or playground. Map out a trail that the students have to follow. Accompany them on the trail having the students use their compass to stay on the right track.

Part III Class Discussion: 1. How well did the compass work? If it didn’t work, why? 2. Was it hard to stay on course using the compass? Why or why not? 3. Would the students want to travel using such a tool? 4. Would they rather use a GPS or a compass? 34 Facing Statehood Curriculum

Pre-Visit Lesson – When Things Changed

Lesson 3 Ships 6th - 8th Grades

Oregon Standards Benchmarks and CIMs met: Math: MA.06.ME.02; MA.06.ME.03; MA.07.ME.02; MA.07.PS.01; MA.07.PS.05; MA.08.ME.06; MA.08. PS.05

Materials Needed: White Board/Chalk Board/White Paper and Pen Time Needed: 30-60 minutes

Brief Overview: Ships have their own language and measurements. Th is lesson will expose students to a couple of the terms and measurements used aboard ships.

Directions: Write the defi nitions and conversion table on the board. Ask students to use the information to answer the questions. Fathom - Sailors used to throw a line into the water, wait until it hit the bottom, pull it back up, while measuring the length of the line from fi nger tip to fi nger tip. Th e arm span of an average sailor was 6 feet and called a fathom. Knot - Lines use to be thrown over the sides of ships to determine speed. Each line was divided into 47 ft. 3 in. sections and were called knots. Th e line was allowed to run over the ship’s side while a 28-second glass was emptying itself. Th e length of the knot was derived from the proportion that one hour (3600 sec) is to 28 seconds as one mile (6076.115 ft.) is to the length of one knot (47 ft. 3 in.)

Conversion Table 1 fathom = 6 feet 100 fathoms = 1 cable length 10 cables length = 1 nautical mile 1 nautical mile = 1.151 statute miles (length of a minute of longitude at equator) 3 nautical miles = 1 league 1 knot = 1 nautical mile per hour = 1.151 statute miles per hour 10 chains = 1 furlong = 201.17 meters 60 nautical miles = 1 degree of a great circle of earth (latitude) 1 statute mile = 5280 feet 1 nautical mile = 6076.115 feet Note: Statute miles measure distance over land. Nautical miles measure distance over water.

1. How many feet are in a nautical mile? How many meters are in a nautical mile? 2. How many feet are in a league? How many meters are in a league? Answer Key: 1. nautical mile = 6076.115 feet; 6076.115 feet x 0.3048 meter/1 foot = 1852 meters 2. 1 league = 3 nautical miles x 1.151 statute miles/1 nautical mile x 5280 feet/1 mile = 18,231.84 feet; 18,231.84 feet x 0.3048 meters/1 foot = 5557.065 meters For more information visit http://www.navmetoccom.navy.mil/educate/neptune/lesson/math/nautical.htm 35 Pre-Visit Lesson – When Things Changed

Lesson 4 Landlubber Says 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: English Language Arts: EL.02.RE.15 & .16; EL.03.RE.12 & .13; EL.04.RE.09; EL.05. RE.09 Physical Education: PE.03.EE.01; PE.CM.EE.01; PE.08.EE.07 Section II: Materials Needed: Pre-Visit Space to Play lessons Time Needed: 10-20 minutes III& IV Brief Overview: Ships have their own language. Th is game helps students learn the nautical equivalent of front, back, right and left and various other nautical terms.

Directions: Using the deﬁ nitions for bow, stern, starboard and port, kids will play a variation of Simon Says. Teacher should pick a student to be Landlubber. Th e Landlubber would say, “Landlubber Says take two steps to the port side (left).” Th ose students who go left stay in the game. Played the same way as Simon Says.

Nautical Vocabulary Bow: front of the ship. Bunk: a bed on a ship. Convoy: a group of ships traveling together for protection. Fleet: a group of ships. Galley: the kitchen on a ship. Hull: the frame of a ship. Keel: the backbone of a ship. Landlubber: a person who prefers the land to the sea. Line: rope used on a ship. Mast: a long pole rising from the keel through the deck, which generally holds sails. Mess: the area where meals are served and eaten. Overhead: the ceiling of a ship. Port: the left side of a ship when facing the bow. Rigging: the lines (ropes) and other equipment used to raise the sails. Rudder: a moveable ﬂ at piece of wood or metal attached to the stern (back) of the ship that turns to steer the vessel. Starboard: the right side of the ship when facing the bow. Stern: the back of a ship. Vessel: a hollow structure used on water, such as a boat or ship. 36 Facing Statehood Curriculum

Post-Visit Lesson – When Things Changed

Lesson 1 The Mill 2nd - 5th Grades

Oregon Standards & Benchmarks and CIMs met: Geography: SS.08.GE.06; SS.08.GE.06.01; SS.08.GE.02; SS.CM.GE.06; SS.CM.GE.06.01; SS.03.GE.05; SS.05.GE.07; SS.05.GE.07.01; SS.05.GE.07.02; SS.05.GE.08; SS.08.GE.07; SS.08.GE.07.01; SS.08. GE.07.02; SS.CM.GE.07; SS.CM.GE.07.01; SS.CM.GE.07.02; SS.CM.GE.08 History: SS.05.HS.02; SS.05. HE.04; SS.08.HS.02; SS.CM.HS.02

Materials Needed: Quotes, Paper, Pencils/crayons/paint Time Needed: 30-60 minutes

Brief Overview: Mills played an important part in the settlement of Oregon. Some mills were able to cut trees into lumber, others ground wheat into ﬂ our, and still others turned wool into cloth. Th is lesson compares and contrasts two quotes. Students listen to the quotes and then draw a picture or write a story based on the quote that they relate to best.

Directions: Teacher reads two quotes to the class. Students draw a picture or write a story about the quote that best represents them.

Quote 1- 19th century Native traditional forestry practices “Long ago only Indians lived in this country. Th ey did not labor so as to ﬁ nd their food. It merely grew on the prairies, in the hills. But we never split apart the earth. Even our wood which we burned, we did not chop up. We simply gathered our wood.” –William Hartless, Kalapuya.

Quote 2 - “And then joy of joys! We had wheat bread. No more boiled wheat, nor fl our ground in a coff ee mill, -but genuine wheat bread. You, the reader, who probably never ate a meal in your life without the bread, have little conception of the deliciousness of a biscuit after the lapse of a year.” – William Th ompson after his fi rst harvest and visit to a grist mill. In Reminiscences of a Pioneer.

Follow Up: Discussion Questions 1. What is the main diff erence between the two quotes? 2. Which quote seems to be the one in which they worked the hardest to get their food? Why? 3. Which quote represents what the student would have rather lived through if they lived in the 19th century? Why? 4. Can students see the diff erence in the lifestyles of the Native Americans and the Euro-American settlers based on these two quotes? If so, what are some of the diff erences? 5. Based on these two quotes how did technology change food processing?

Adaptation for 6th-8th grades Hold a class discussion based on the two quotes. What quote represents how they would rather have lived? Why or why not? Have them debate each other on the value of their choices. 37 Post-Visit Lesson – When Things Changed

Lesson 2 The Mill 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Geography: SS.08.GE.06; SS.08.GE.06.01; SS.08.GE.02; SS.CM.GE.06; SS.CM. GE.06.01; SS.03.GE.05; SS.05.GE.07; SS.05.GE.07.01; SS.05.GE.07.02; SS.05.GE.08; SS.08.GE.07; SS.08.GE.07.01; SS.08.GE.07.02; SS.CM.GE.07; SS.CM.GE.07.01; Section II: SS.CM.GE.07.02; SS.CM.GE.08 History: SS.05.HS.02; SS.05.HE.04; SS.08.HS.02; Post-Visit SS.CM.HS.02 lessons I & II Materials Needed: Quotes Variety of Breads and biscuits of diﬀ erent grains and textures Try to ﬁ nd at least one sample that is a coarse ground grain! Knife Paper napkins/paper plates Heavy Whipping Cream Jar with lid Time Needed: 15-30 Minutes

Option I Brief Overview: Mills played an important part in the settlement of Oregon. Grist mills were crucial to farmers so that they could convert raw wheat into ﬂ our. Flour was a staple in any settler’s home. Another staple in the home was butter. Butter could help make coarse, dry bread palatable. Students will taste an assortment of breads and biscuits with diﬀ erent grains and textures. Th ey will also make homemade butter.

Directions: Read quotes from Lesson 1. Pour Heavy Whipping Cream into the jar and put lid on tight. Give the jar to a student and have them shake it for about 30 seconds and pass onto the next student. Continue until every student has had a chance to shake. Cut the bread and biscuits into bite size portions. Place an assortment an each plate or napkin for each student. After the butter is done let the students put some on half of their bread/biscuits and leave the other half dry. Students taste each sample.

Discussion Questions: 1. After tasting each sample can they better understand the two quotes? 2. Can students relate to one quote more after tasting the samples? Which quote? Why? 3. Are any of the samples diﬀ erent from what they typically eat? Why or why not? 4. After trying the samples, can students understand better why grist mills were important? Why? 38 Facing Statehood Curriculum

Post-Visit Lesson – When Things Changed

Lesson 2, Option II The Mill 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: History: SS.05.HS.02; SS.05.HS.03; SS.08.HS.02; SS.08.HS.03; SS.05.HS.05.01; SS.05.HS.05.02; SS.08. HS.06.03; SS.CM.HS.06; SS.05.HS.06; SS.08.HS.07; SS.CM.HS.07

Materials: Mortar & Pestle (if you don’t have one you can use a bowl and a smooth rock) Hand Crank Coﬀ ee Grinder or food grinder(if you have one) Electric Food Processor Unprocessed Wheat, Barley or Nuts or other grains Bag of ﬂ our Time Needed: 30 -60 minutes

Option II - Grind Your Own Grain, Supplement to Option I Brief Overview: Th is can be used to enhance Option I

Directions: Break students up into groups of four. Have half the class tasting samples of bread and making butter. Th e other half will try each of the diﬀ erent methods of grinding grain. After each group has tried each method of grinding grain have the class switch.

Discussion Questions: 1. Do the students prefer one type of bread over another? If yes, what type? Why? 2. Is grinding the grain time consuming? 3. Can they imagine making butter and grinding grains on a daily basis? 4. Do they think it is more work than benefi t? Why or why not? 5. What method of grinding did they like the best? Why? 6. Would they rather just have a bag of fl our like you buy in the store? Or better yet, a loaf of bread? 7. What are the benefi ts and drawbacks of a bag of fl our or a loaf of bread or a tub of butter? 8. Would they rather live in a time when they had to make their own bread and butter from scratch or now? Why or why not?

Lesson 2, Option III Materials: Paper, Crayons/Paints/Color Pencils Time Needed: 30-60 Minutes

After having tried the assortment of breads, making their own butter and grinding grain, have students write a newspaper advertisement about one of the steps in the process that they experienced during the lesson. Students should really try to sell their product or products. Leave time at the end of class to share articles with each other and see if they would buy the products from each other. 39 Post-Visit Lesson – When Things Changed

Lesson 3 Know Your State 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Civics & Government: SS.05.CG.08.01 Social Science Analysis: SS.03.SA.02; SS.05.SA.02; SS.08.SA.02; SS.CM.SA.02 Section II: Materials Needed Post-Visit Work Sheet lessons Pencil II & III Time Needed: 30-60 minutes

Brief Overview: After using this curriculum and visiting Mission Mill Museum students should know some of the answers to the questions on the worksheet. Th e rest of the answers can be found utilizing resources on the Internet and in encyclopedias.

Directions: Hand worksheet out to students. Th ey can work individually or in groups. After they are ﬁ nished answering the questions, have the individuals or groups pick one question and present the answer to the class.

Adaptation for 6th- 8th grades Have students write questions for a Jeopardy game. Students put questions on one side of a 3x5 card and the answer on the back. Select one student to be the game show host and three students to be contestants. After ﬁ ve questions, rotate students in as contestants. At the end of all the rounds have the students who answered the most questions from their round face-oﬀ in a Jeopardy Championship. 40 Facing Statehood Curriculum

Know Your State Worksheet Name______

1. State Name: 2. Population: 3. Total Area: 4. Rank in size: 5. Capital City: 6. State Motto: 7. State Flower: 8. State Animal: 9. State Tree: 10. State Song: 11. Date State Entered Union: 12. Deepest Lake: 13. Largest City: 14. Population: 15. Average January Temperature: 16. Average July Temperature: 17. Current U.S. Representatives: District - 1st - 2nd - 3rd - 4th - 5th 18. Current U.S. Senators: 19. Electoral Votes: 20. Current Governor: 21. Bonus Question: Who was almost the ﬁ rst Territorial Governor of Oregon? 41

Know Your State Worksheet Answers

1. State Name: Oregon 2. Population: 2007-3,747,455 3. Total Area: 96,002 square miles 4. Rank in size: 10 5. Capital City: Salem 6. State Motto: She Flies with Her Own Wings 7. State Flower: Oregon Grape 8. State Bird: Western Meadowlark 9. State Tree: Douglas Fir 10. State Song: Oregon, My Oregon 11. Date State Entered Union: February 14, 1859 12. Deepest Lake: Crater Lake 13. Largest City: Portland 14. Population: 2007 - 658,380 15. Average January Temperature: 40.2°F 16. Average July Temperature: 66.8°F

* 17. Current U.S. Representatives: District - 1st David Wu - 2nd Greg Walden - 3rd Earl Blumenauer - 4th Peter DeFazio - 5th Kurt Schrader * 18. Current U.S. Senators: Ron Wyden and Jeﬀ Merkley 19. Electoral Votes: 7

* 20. Current Governor: Ted Kulongoski 21. Bonus Question: Who was almost the ﬁ rst Territorial Governor of Oregon? Abraham Lincoln

* Th ese answers will change over time. Check the Internet for the most current answers. 42 Facing Statehood Curriculum

Post-Visit Lesson – When Things Changed

Lesson 4 The Trap 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Economics: SS.03.EC.01; SS.05.EC.01; SS.08.EC.01; SS.CM.EC.01; SS.05.EC.02; SS.08.EC.02; SS.CM. EC.02 Geography: SS.05.GE.05.01; SS.08.GE.05.03; SS.CM.GE.05; SS.03.GE.05; SS.05.GE.07; SS.08. GE.07; SS.CM.GE.07.02; SS.05.GE.08 History: SS.03.HS.01; SS.05.HS.05.02; SS.08.HS.06.03

Materials Needed Brown Paper Bags Yarn Hole Punch Tape Time Needed: 30-60 minutes

Brief Overview: After using this curriculum and visitingMission Mill Museum students should have a better understanding of how hard life was for the fur trappers. Th is lesson gives students an idea of how hard supplies were to come by and how the fur trappers had to be self-reliant.

Directions: Give each student a brown paper bag. Students will cut the bag to make it lay ﬂ at. Students then crumple the bag up giving the paper the look of leather. After the bags are distressed have the students try to make moccasins. Th ey will have to use a hole punch. Explain that the Native Americans would have used a bone awl (a pointed tool) to punch holes in the moccasins and then use sinew (animal connective tissue such as tendons) or leather straps to lace the pieces together. Students will use yarn. To make the yarn easier to thread, the students will put a small piece of tape around the end of the yarn. Explain to the students that the Native Americans did not have scissors or hole punches or ready made yarn. Th ey had to create tools to help them make sturdy foot coverings.

Follow up questions:

1. What materials would fur trappers have used instead of the brown paper bags? 2. How would they get the materials and where would you ﬁ nd the materials? 3. What kinds of supplies would fur trappers have needed? An example would be food. 4. Would the fur trappers have made their own moccasins? Or would they have traded for them? 5. If the fur trappers had traded for moccasins what kinds of things did they trade? And with whom? 6. Did students ﬁ nd this exercise hard? Why or why not? 43

Section Ii: Post-Visit lesson IV

Th is painting depicts the 1843 vote at Champoeg on forming a provisional government. 44 Facing Statehood Curriculum Section III: Steps to Statehood

Theme

Many events and people created the environment that lead to Oregon’s statehood. Complex social, religious and economic factors would come into consideration by the people not only of the Willamette Valley, but also the people who inhabited the entire Oregon Territory. Th ese people were shaped not only by their religious beliefs but also by social and racial issues. Some of these issues include Indian Removal, and minority exclusion including African- American and Chinese persons and property.

•Describe land issues, including the Oregon Donation Land Act, that gave free land to Euro-American settlers before the land was deeded from Native ownership. •Explain how dying without a will would help lead to Statehood. •Explain why being a State would be important with regard to legal tender. •Describe why some people were opposed to becoming a state. •Describe why some people were in favor of becoming a state. •Describe the three different phases of government that Oregon has had. •Identify the major countries that wanted to claim Oregon for their own. •Tell which presidential candidate ran with the campaign slogan of “54° 40’ or Fight”. •Tell when the Treaty that created the boundary at the 49th parallel was enacted.

Introduction Students explore issues of race, gender, social and religious diﬀ erences as well as the political changes that led up to Oregon being admitted to the Union. Primary sources, in the voices of the people who experienced these changes, help students gain a better understanding of the events and people who shaped the period leading up to statehood.

Statehood: Who Needs It? Because there was a fairly low population, the Oregon Country saw few crimes or disputes. Th ose that did occur were mediated by Hudson’s Bay Company’s Chief Factor Dr. John McLoughlin. As the population of the Oregon Country grew not only in number but in diversity, the need for a formal government was starting to be recognized. Th e main points of contention were over land rights, estate settlement issues and the issue of/need for a common currency.

Claims to the Land As pioneers to Oregon began fl ooding in, issues over land rights became more prominent. Settlers in the Willamette Valley who had arrived early on worried about incoming claim jumpers encroaching on their land, as well as confl icts with the area’s Native Americans who traveled the Valley on a migratory cycle. Only a government could 45 deny Indian claims to land and eff ectively resolve disputes between settlers. Tensions between new immigrants and Kalapuyans grew more intense each year, even after Indian land rights had been formally extinguished. In one instance, Robert Hull, a settler in Upper Molalla territory, was unsure how to solve a dispute with the local Indians so he wrote to the Superintendent of Indian Aff airs in hopes that he could provide an answer. But as Oregon was not yet a state, the Superintendent could off er little help.

“I got my gun as quickly as possible, thinking to shoot him down but I did not know whether I should be justifi ed or not. I want to know of you whether I shall take the law into my own hands and shoot them down or shall I wait a little longer expecting to have Section III: them moved. I want you to write and let me know.” Letter from Robert Hull to the Steps Superintendent of Indian Aff airs. To Statehood Died Without a Will After famed fur trapper, Ewing Young, retired, he settled in the Willamette Valley and turned to cattle ranching and farming. However, he died unexpectedly and without a will. He left behind a sizeable estate including large tracts of land, rare books, cattle and a sawmill. Coincidently, a mere eight days before Young’s death, missionary Jason Lee had recommended to a group of settlers that they create a code of laws to deal with issues of probate and inheritance. Because Young had not left a will, and there were no laws to deal with the issue, a great debate raged over who would inherit his property and wealth. After a series of elections for judges and clerks, it was decided that New York State probate laws would be followed for the dispersal of Young’s holdings. Almost all the residents of the Valley came to the fi rst meeting, but as the meetings progressed enthusiasm waned and a fi nal agreement could not be reached over whether or not they should create their own code of laws or continue to follow New York’s. Even though no clear regulations came from this event, it strengthened the settlers’ desire to have a government decide such matters.

Legal Tender Before the 1840s, the major forms of currency in the Oregon Country were beaver pelts and Hudson’s Bay Company blankets. As times changed, and economic production shifted to agriculture, bushels of wheat became the common commodity. Th e value of wheat was ﬁ xed by the Hudson’s Bay Company because of a proﬁ table wheat trading agreement it had with Russian outposts. Th e HBC had a vested interest in keeping hard currency out of Oregon and would hoard whatever American currency came into the region, because a barter system based on wheat and furs kept the settlers indebted and dependent on Hudson’s Bay Company supplies.

Under the Provisional Government (1843-1848) settlers attempted to end this system and passed a law sanctioning wheat as a legal tender, along with gold, silver dust, and paper currency issued from the government. Th e issuing of paper money, however, drove the government more than $10,000 in debt after just one year. When the California Gold Rush began in 1848, gold dust began to ﬂ ow through Oregon as a commodity. Th e Oregon Exchange Company was formed in 1849 and undertook the production of gold coins for currency. Th ese “beaver coins” were removed from circulation within a few years because their use was illegal since Oregon was by then a territory of the U.S. and could not mint its own currency. 46 Facing Statehood Curriculum

“…Th e store is always occupied by one or more of the purchasers during the day –and what makes it worse for those attending stores is the want of circulating medium. Transfers and orders which is the only ivory in which payments are made in this country occupy a great deal of time in making them, clerks that are acquainted with business are not very easy to be had here.” Letter from George Abernathy, ﬁ rst governor of Oregon under the Provisional Government.

Photo left: George Abernethy

Dissenters Not all who lived in the Oregon Country were enthusiastic about establishing a government. Many of these dissenters were French-Canadian Catholics who considered themselves loyal British subjects. Th is faction was discouraged from participating in the government by Dr. McLoughlin and the Catholic priests who had an intense rivalry with the American Protestant missionaries. In fact, Father Blanchet instructed former HBC employees to vote “no” on every issue presented by the Americans. Th e reason behind this dissention was that Catholic French Prairie residents feared a government controlled by Methodist missionaries. Th is group also feared that relations with the Native Americans would deteriorate if the area became a U.S. territory. Instead, the French-Canadians proposed to create a council of men from the Oregon Country to punish crimes and make suitable regulations, neutral of any aﬃ liation with a particular country or religion.

“In a new country, the more men employed and paid by the public, the less remains for industry.” Source unknown

“Th e establishment of a provisional government and militia would be a ‘danger of bad suspicion to the Indians’.” Source unknown

“Th ey yet all lived in the bush, and let all do right, there was no necessity for laws, lawyers, or magistrates.” Charles Wilkes, 1841

“We have no capital, no public buildings, no library, and no visible means to support or sustain a State Government, yet we must do it, and for what? Why, that Jo Lane and Delazone Smith can occupy seats in the U.S. Senate, and Mr. L. Grover in the House of Representatives of the Congress, and draw from the National Treasury $10,000 a year each.” Th e Weekly Oregonian, February 14, 1859.

“Th e majority of the people of Oregon have become the charmed victims of party conjurations and political drugs and have been duped into its support…” Th e Weekly Oregonian, February 14, 1859. Charles Wilkes, leader of the 1841 expedition to the Oregon Country. The Road to Statehood Th e process by which Oregon gained acceptance as a state had three stages, each controversial. In 1843, Oregon established a provisional government. After appealing to the United States repeatedly for protection against the Indians, Oregon was accepted as a U.S. territory on August 14, 1848. Finally on February 14, 1859, Oregon gained approval from the U.S. House, the Senate and President Buchanan to join the Union as the 33rd State. Driving each 47 of these stages were not only practical, pressing concerns, but deeply rooted fears sprouting from racial tensions.

“Th e country will be settled, and that speedily, from some quarter, and it depends very much on the speedy action of Congress what that population shall be, and what shall be the fate of the Indian tribes in that territory. It may be thought that Oregon is of little importance; rely upon it there is the germ of a great state.” Jason Lee

The Provisional Government Reverend Jason Lee, Keeping livestock alive was crucial for settlers in Oregon. founder of the Methodist Unfortunately, wolves and other wild predators became a problem Mission to Oregon. Salem and the settlers decided they needed a plan to get rid of these Public Library #1276. attacking wolves. In 1843, the settlers called a series of meetings. Th ese “wolf meetings” were held to discuss ideas about how to solve the predator problem. One proposed solution was that they should create a provisional government. Th is provisional government would have the power to pay anyone who brought proof of a dead lynx, bear, panther, or wolf. A formal meeting was held at Champoeg on May 2, 1843, to vote on whether or not a provisional government would be established. Th e vote was very close. Th ose in favor numbered 52; those against 50. It was two French Canadians, F.X. Matthieu and Etienne Lucier, who changed their minds at the last minute and gave the Americans the majority they needed.

“Wolves are troublesome to the settlers, but they are not so numerous as F.X. Matthieu formerly.” Charles Wilkes, 1841

“…to take into consideration the propriety of adopting some measures for the protection of our herds against the beasts of prey in the country.” Unknown speaker at Champoeg, 1843

“Ever since I left Canada I knew what it was to live and die a slave under British rule.” F.X. Matthieu explaining his decision as to vote for political organization because his “mind was made up.”

The Oregon Territory Spain, Russia, Great Britain and the United States all hoped to claim Oregon as part of their nations, but by the 1840s, only Britain and the U.S. still held claims to the region. James K. Polk in his bid for president ran with the slogan “54° 40’ or Fight!” Polk believed that Oregon belonged to the U.S. and his slogan capitalized on the fervent spirit

Left: In the late 1700s and early 1800s, Russia, Spain, Great Britain, and the United States vied for control of the Paciﬁ c Coast, especially the watershed of the Columbia River. Th is map shows the areas in which each power exercised inﬂ uence rather than the vast amounts of territory each claimed. 48 Facing Statehood Curriculum

of Manifest Destiny. Polk was elected in 1844.

Th e Oregon Treaty of 1846 established the boundary between the U.S. and Britain at the 49th parallel. In the summer of 1848, several delegates from Oregon traveled back to Washington D.C. to ask that Oregon oﬃ cially be made a territory. Th e request was made shortly after the Whitman Massacre and Oregon residents wanted protection from the Native Americans who were ﬁ ghting for their land. Congress agreed to protect the settlers and on August 14, 1848, Oregon became a U.S. territory.

Right: Th is map shows the developing borders of Oregon. From the Atlas of Oregon, 2nd Edition. William G Loy & Stuart Allan. OSU Press. December 2001.

What If? When Oregon became a territory a new government position was created, that of Governor. A young congressman was oﬀ ered the job. Unfortunately, or fortunately depending on how you look at it, this young congressman turned down the oﬀ er. Th e young man’s name was Abraham Lincoln and he turned down the position Image courtesy of the because his wife didn’t want to Library of Congress make the long journey West.

Setting the Stage for the Vote for Statehood When news of the Dred Scott v. Sanford decision (1857) reached Oregon it strengthened cries to make Oregon a state. Under the Territorial Government, slavery was banned from Oregon. Free Blacks had also been banned from settling in the Territory by popular vote, though both free Blacks and slaves resided in Oregon at this time. Th e Dred Scott decision stated that only a state could deﬁ ne slave laws, and that as a territory, Oregon was under federal jurisdiction and was powerless to prevent slavery within its borders. Although becoming 49 a state would mean higher taxes, most Oregonians were willing to make that sacriﬁ ce as long as they could keep minorities out, fearing that Blacks would ally with the Indians and start a rebellion. Oregonians were as divided as the rest of America on the issue of slavery. Both pro- slavery and abolitionist groups formed in Oregon. But more than anything, Oregon wanted to stay out of the national controversy that was brewing in antebellum America.

No Vote, No Voice Introduction Th roughout all of the early proceedings on our road to statehood, there were some voices that were not heard or are missing. Women, Native Americans, Blacks, Chinese and Mexicans were all present in Oregon during the formation of our early government, yet they are virtually invisible from governmental history. Th is was not an uncommon event in the U.S. and many are still dealing with the aftermath of this legacy.

Barred Many people in the 1800s believed that a woman’s place was in the home performing their duty raising children, cooking and managing their homes when their husbands were away. Even though Oregon denied women the vote, they had more power here than in many other states/territories. Th e Oregon Constitution made a provision that allowed women to keep private property in their own names - quite progressive at the time. Ironically this provision was more about protecting men Th e voting criteria for the original constitution. than giving rights to women, as in other states at the time men could be held responsible for any debts incurred by their “frivolous” wives. Th ere were also vocal suﬀ ragists in Oregon campaigning for women’s rights and the right to vote. Th ese early women’s rights advocates did not challenge a woman’s role in the home, but instead sought to protect women from their husbands’ vices by giving them a political voice.

Above right: Abigail Scott Duniway was a women’s rights advocate, Portland newspaper editor, and writer whose eﬀ orts were instrumental in gaining voting rights for women. In 1912, when Oregon women secured the right to vote, she was the ﬁ rst one to register to vote in Multnomah County. 50 Facing Statehood Curriculum

Removed Th e early years of the 1850s were plagued by Indian wars. Th e cause of the wars was land. Th e Oregon Donation Land Act oﬀ ered “free land” to settlers before the American government had arranged to purchase the land from the Native Americans. Th e 1850s and 1860s saw hostile relations between Euro-American settlers and Native Americans.

In 1851 a series of treaty negotiations to establish a Kalapuyan reservation in the Willamette Valley began with select tribes. Th is initial treaty, however, was never ratiﬁ ed by Congress. Th e next treaty negotiations occurred in 1854-1855, when pressure from White settlers forced the Kalapuya to relinquish their ancestral homelands and join other tribes on the Grand Ronde Reservation. Some settlers urged the extermination of the Native Americans, but others sympathized with the Indians’ plight, such as Joseph Lane and Joel Palmer, who tried to gain fairer treatment for Indians.

Th e removal of Native Americans was a diﬃ cult, heart-breaking and frustrating process for those involved. More than 26 diﬀ erent tribes and bands were forced on to the Grand Ronde Reservation, where they learned to adapt to one another and to live and work together, creating a new Grand Ronde cultural identity.

“Th e evil, Sir, is enormous; the inevitable suﬀ ering incalculable. Do not stain the fair fame of the country… Nations of dependent Indians, against their will, under color of law, are driven from their homes into the wilderness. You cannot explain it; you cannot reason it away…Our friends will view this measure with sorrow, and our enemies alone with joy. And we ourselves, Sir, when the interests and passions of the day are past, shall look back upon it, I fear, with self-reproach, and a regret as bitter as unavailing.” Edward Everett, Speeches on the Passage of the Bill for the Removal of the Indians Delivered in the Congress of the United States, 1830.

“Th e races are separate and distinct as color, character, and general condition, could well make them; one possessing the arts and knowledge of cultivated life; the other rude, unpolished nature of the savage.. Th e poor Indian, (and in such condition he is indeed poor,) of inferior and degraded cast, associates with none of the white race, but such as are qualiﬁ ed to sink him in to still deeper degradation…Th ere is no remedy but to remove them beyond the reach of the contamination which will surely come over them.” Charles Eaton Haynes on Indian Removal, 1836.

Grand Ronde children participating in a foot race in the early 1900s. Photo courtesy of CTGR Cultural Resources Department Archives. 51 “Th e Americans will never leave us alone. Let us not concern our hearts…We will take [Grand Ronde]…we will make it our own place.” Recalled by a member of the Tualatin band of Kalapuyans, perhaps Peter Kinai, in 1877.

“We have thought about it and we do not wish to leave the country where we live! We are now but few and in a short time there will be none of us left. None of us will live long, but what little time we have to live, we wish to spend in the land where our fathers have lived and where all our relatives and friends are buried…” Chief Scho-la-que of the Luckiamute band of Kalapuya in response to being removed from his homeland.

“Today the Kalapuya peoples are actively building a new way of tribal life as part of the Confederated Tribes of Grand Ronde. With it comes the rebirth of the Grand Ronde Indian community founded on tribal eff orts to rekindle and preserve Native language, culture and tradition as well as using traditions and technologies needed to manage today’s economic and political landscape.” “Th e Kalapuya: A Wealthy Way of Life,” Smoke Signals, a publication of the Confederated Tribes of Grand Ronde. A Grand Ronde preschool class learning about the importance of caring for their lands. Photo courtesy of CTGR Cultural Resources Department Archives. Excluded Th e fi rst instance of a person of African heritage in Oregon was in 1788. Some who came were free Blacks seeking to establish farms and businesses and escape racism, while others were brought here against their will as slaves. Th eir fi ght for equality has been long and arduous. Even though Blacks were legally excluded from settling in Oregon in 1849, only one man, Jacob Vanderpool, a Salem shopkeeper, was ever forced to leave. Th e Exclusion Act that banned Blacks from living in Oregon was offi cially repealed in 1926, and Black Oregon Pioneers have since claimed their rightful place in Oregon’s history. More than 40 Black pioneers are buried in Salem’s Pioneer Cemetery dating from the 1800s. Th eir lives as farmers, barbers, blacksmiths, printing press operators and volunteer fi remen helped form the fabric of the settling of Oregon.

“Th eir lives could not have been easy, given the fears of the Fugitive Slave laws, Oregon’s own Exclusion Laws and the public’s general attitude about African Americans. However in spite of immense obstacles, history records that they continued to come, to acquire property, to own businesses, to educate their children and to contribute to the communities in which they lived.” Oregon Northwest Black Pioneers, 2008

People of African decent were not the only minorities discriminated against in Oregon. Th e Gold Rush of 1848 attracted not only a rush of Americans but also the Chinese. Chinese migrants who made the long trip to America looking for a better life were met with racism and discrimination. Th ey were legally banned from owning land or staking mining claims. Th ese migrants found jobs as merchants, gardeners, domestics, laundry workers, farmers and starting in 1865, as railroad workers. After the completion of the railroads, Whites began to see 52 Facing Statehood Curriculum

them as an economic threat. Anti-Chinese sentiment was accompanied by anti-Chinese riots, lynching and murders throughout the West, and culminated with the Chinese Exclusion Act of 1882. Th is act barred immigration from China and prevented those Chinese already in the U.S. from becoming citizens; this included their American-born children. Th is act was ﬁ nally repealed in 1943.

“Th e history of the Chinese in Oregon is the history of dreams, hard work, prejudice, discrimination, persistence, and triumph.” Source unknown

Many people assume Mexican history in the Paciﬁ c Northwest started during World War II with the Federal Bracero Program, which brought in thousands of Mexican workers to help out on farms. However, the early 1800s brought many crews of Mexican sailors searching for settlement sites along the coast. For years people moved freely between the Oregon Country and Mexico (now the border between Oregon and California), trading supplies and cultural inﬂ uences. In the 1830s and 40s, Mexican merchants, miners, soldiers, adventurers, sheepherders and vaqueros (cowboys) could be found in southern Oregon. By the 1850s, Mexican mule packers had established supply routes to southern Oregon, up to Th e Dalles, and into Washington.

Oregon Becomes the 33rd State August 1857 saw sixty men gather in the courthouse in Salem to draft a constitution. After fi erce debates about the document including who would Jesus Urquides helped shape Boise’s be allowed to vote in the statehood election, a constitution was fi nally ratifi ed. development decades before Idaho In 1858, statehood came up for a vote, as well as a companion vote on slavery became a state. Courtesy of Idaho and free Blacks in Oregon. Statehood passed (and both slavery and Blacks were State Historical Society. banned), and all that was left was approval by Congress and the President. After a seemingly interminable delay in Washington D.C., Oregon fi nally became the 33rd state on February 14, 1859.

Section III: Steps to Statehood Unit Conclusion After students have completed this curriculum guide, visited the Facing Statehood exhibition, and/or the Methodist Mission/Early Settlement Homes, and/or participated in the Pioneer Life Activity, they should be able to:

•Summarize the issue of who had claim to the land. •Describe how dying without a will changed Oregon and why? •Explain why the production and availability of money influenced the road to statehood. •Explain the different opinions on why or why not Oregon should become a state, or why it shouldn’t. •Describe the three different phases of government that Oregon has had. •Tell which animals became huge problems for the settlers. •Identify which major countries wanted to claim Oregon for their own. •Tell what presidential candidate ran with the campaign slogan of “54° 40’ or Fight” And what that slogan means. •Tell when the Treaty that created the boundary at the 49th parallel was enacted. 53 •Summarize how the issue of slavery manifested itself in the issue of statehood. •Explain who got the right to vote, who didn’t, and why. •Describe the impact that Indian removal had in Oregon, not only on the Native Americans, but also on the settlers. •Tell the date that Oregon became a state and what number it was in the order of admittance.

Students should be able to discuss the diﬀ erent opinions that people had in Oregon on whether or not Oregon should be a state. Th ey should also be able to discuss issues of racism and exclusion and its impact on Oregon.

Follow-up Discussion 1. If the students had lived in the 1850s, would they be for statehood or not? Have them explain their answers. 2. What is their position on Indian removal? Was it a good idea or a bad idea? Why or why not? 3. How should the American Government deal with Native Americans today? 4. Do they think the Black and Chinese exclusion laws were fair? Why or why not? 5. Why do they think it took so much longer to repeal the Chinese exclusion law than it did the Black exclusion law? 6. Do they think that the Territory had the right to mint its own money? Why or why not? 7. Do students think that when Oregon became a state that women should have been given the vote? Why or why not? Blacks? Hispanics? Chinese? 8. Do students think that becoming a state was the right choice for those who lived during that time? Why or why not? 54 Facing Statehood Curriculum

Pre-Visit Lesson – Steps to Statehood

Lesson 1 Will or No Will? 2nd - 6th Grades

Oregon Standards Benchmarks and CIMs met: Economics: SS.05.EC.05; SS.08.EC.07; SS.CM.EC.08 History: SS.03.HS.01; SS.05.HS.01.01; SS.CM. HS.01.01; SS.05.HS.02; SS.08.HS.02; SS.CM.HS.02

Materials Needed: Cards with biographies Time Needed: 30-60 minutes

Brief Overview: Dying without a will led to debates over who could inherit the property of the deceased. Th is exercise shows students the importance of a will.

Part 1 Hand out a card to each student. If class is larger than 20, then make up more people and scenarios.

Part 2 Activity: Students read their card. Teacher will pick one of two scenarios and have students act out their part.

Scenario 1: An epidemic of measles hits the town. Th e Smith family and the Green family are struck. Each family loses half their children (have students in the Smith and Green families decide which children die). All but 1 of the Kalapuya family members die (Kalapuya family decides who survives). Th e remaining Kalapuya is sent to Grand Ronde. Have students discuss the impact of the families’ losses and if there were wills involved or not.

Scenario 2: Ewing Young gets thrown from his horse and dies. He has no will and the Green family is waiting for their lumber from his saw mill. Th ey have pre-paid for this lumber but due to Young’s death the mill closes. Have students talk about the impact that this death has on the Green families. Th ey are waiting for lumber so that they can build a house and they have very little money left after paying for the lumber. Paul Newton the tavern/motel owner claims to be Ewing Young’s best friend and thinks that all his holdings should go to him. Th e day after Young dies a mystery woman named Kitty Carlyle shows up claiming to be Young’s ﬁ ancée. How do the students think this should be resolved?

Activity Option 2 Have students write a will. Th ey can illustrate their will with pictures of their important belongings and/or of their beneﬁ ciaries.

Conclusion: After this activity students should be able to explain why having a will is so important. Have a class discussion about the importance of a will. 55 Student Cards

Name: Ewing Young-Deceased Name: Kitty Carlyle-Claims to be Ewing Holdings: 500 acres land, 200 head cattle, Young’s ﬁ ancée Sawmill and a rare book collection. Holdings: None Children/Family: None Children/Family: None Will: No Will: No Name: Jackson Green Name: Harriett Green Holdings: 1 Store in Salem, 1 house Holdings: none Section III: Status: Lives in house with family Status: Lives in house with family Pre-Visit Children/Family: Wife and 5 children Children/Family: Husband and 5 children Will: Yes, Oldest Son, Emmett inherits Will: No Lesson I Name: Emmett Green, age 15 Name: Alfred Green, Age 12 Holdings: None Holdings: none Status: Lives in house with family Status: Lives in house with family Children/Family: Mother/Father and 4 Children/Family: Mother/Father and 4 siblings siblings Will: No Will: No Name: Cindy Green, age 13 Name: Polly Green, age 10 Holdings: None Holdings: None Status: Lives in house with family Status: Lives in house with family Children/Family: Mother/Father and 4 Children/Family: Mother/Father and 4 siblings siblings Will: No Will: No Name: Laura Green, age 7 Name: Paul Newton Holdings: None Holdings: Tavern/Hotel Status: Lives in house with family Status: Lives in Hotel Children/Family: Mother/Father and 4 Children/Family: None siblings Will: No Will: No Name: Kalapuya Man - Peter Hudson Name: Kalapuya Woman - Mary Hudson Holdings: None Holdings: None Status: Process of Removal to Grand Ronde Status: Process of Removal to Grand Ronde Children/Family: Wife and 3 Children Children/Family: Husband and 3 Children Will: No Will: No Name: Kalapuya Child - Eliza, age 10 Name: Kalapuya Child - Mace, age 6 Holdings: None Holdings: None Status: Process of Removal to Grand Ronde Status: Process of Removal to Grand Ronde Children/Family: Mother/Father and 2 Children/Family: Mother/Father and 2 siblings siblings Will: No Will: No Name: Kalapuya Child - Louisa, age 2 Name: Gordon Saul Holdings: None Holdings: None Status: Process of Removal to Grand Ronde Status: Handyman Lives in Room at Hotel Children/Family: Mother/Father and 2 Children/Family: None siblings Will: No Will: No 56 Facing Statehood Curriculum

Student Cards

Name: John Smith Name: Jane Smith Holdings: 320 Acres Holdings: 320 Acres Status: Purchased Lumber from Young’s Mill Status: Waiting for lumber to build house Children/Family: Married and 1 son Children/Family: Married and 1 son Will: No Will: No Name: Jack Smith, age 17 Name: Margaret Jones Holdings: None Holdings: None Status: Minor Child of John and Jane Smith Status: Widowed on the Oregon Trail Children/Family: Mother and Father Children/Family: None Will: No Will: No Name: Owen Miller Name: Glenna Morgan Holdings: None Holdings: None Status: Pastor, lives in Church owned Parsonage Status: School teacher/boards with the Green family Children/Family: Engaged to teacher Glenna Morgan Children/Family: No Will: No Will: No, will quit teaching when marries Name: Joe Hastings Name: Janet Hastings Holdings: Blacksmith Shop Holdings: None Status: Owns blacksmith shop and house in town Status: Lives with Husband and six children Children/Family: Wife and six children Children/Family: Husband and six children Will: Yes, Oldest son inherits blacksmith shop Will: No Name: Owen Hastings, age 18 Name: Kendal Hastings, age 15 Holdings: None Holdings: None Status: Apprentice Blacksmith, engaged to Mary Storm Status: Attending local school Children/Family: Parents and fi ve siblings Children/Family: Parents and fi ve siblings Will: No Will: No Name: Karl Hastings, age 13 Name: Emily Hastings, age 10 Holdings: None Holdings: None Status: Apprentice Blacksmith Status: Attending local school Children/Family: Parents and fi ve siblings Children/Family: Parents and fi ve siblings Will: No Will: No Name: Jim Hastings, age 8 Name: Carrie Hastings, age 4 Holdings: None Holdings: None Status: Helps clean-up blacksmith shop/school Status: Lives at home with family Children/Family: Parents and fi ve siblings Children/Family: Parents and fi ve siblings Will: No Will: Name: Gary Storm Name: Sally Storm Holdings: 320 acres/house/wagon/4 horses/20 cows Holdings: 320 Acres/30 sheep Status: Wheat farmer Status: Wife and wool producer Children/Family: Wife and two children Children/Family: Husband and two children Will: Yes-Oldest son inherits Will: Yes-everything goes to her husband Name: Samson Storm, age 19 Name: Mary Storm, age 17 Holdings: None Holdings: None Status: Works fathers farm; is an heir Status: Lives at home, engaged to Owen Hastings Children/Family: Parents and sister Children/Family: Parents and brother Will: No Will: No 57 Pre-Visit Lesson – Steps to Statehood

Lesson 2 Money, Money, Money or Barter, Barter, Barter 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Economics: SS.03.EC.01; SS.05.EC.01& .02; SS.08.EC.01; SS.CM.EC.01 & .02 & .03; History: SS.05.HS.02; SS.08.HS.02; SS.CM.HS.02 Social Science Analysis: SS.03.SA.01; SS.05.SA.01; SS.08.SA.01; SS.CM.SA.01 Section III: Pre-Visit Materials Needed: Lesson II Cards representing Hudson’s Bay Company and settlers Time Needed: 30-60 minutes

Brief Overview: Early Oregon operated on a system of bartering. An example would be a person taking fi ve beaver pelts to the Hudson’s Bay Company store and receiving 10 pounds of fl our, 5 pounds of coff ee and fi ve pewter buttons. Students will set up a mock Hudson’s Bay Company store and split into those who work in the store and those who go to the store to barter.

Part 1 Print out Hudson’s Bay Store Cards and the settlers cards. Split class into small groups of six, with three students being the store and three students being the settlers. Have them try to barter for what they need. All prices and amounts of supplies needed are fabricated to just give students an idea of how the barter system works.

Settler Supply List for Winter •25 lbs cheese •100 lbs Flour •10 yards muslin cloth •25 lbs sugar •2 needles •25 lbs Coffee •2 spools thread •25 lbs Rice •1 cast iron skillet •50 lbs bacon •1 cast iron pot •1 knife Total: $51.00

Hudson’s Bay Company Store Exchange Rate-1 bushel of Wheat = $5.00 NEED 11 BUSHELS OF WHEAT 5 beaver pelts = $5.00 NEED 55 BEAVER PELTS

•100 lbs flour = $10.00 •25 lbs rice = $5.00 •25 lbs sugar = $5.00 •50 lbs bacon = $5.00 •25 lbs coffee = $5.00 •25 lbs cheese = $5.00 •10 yards muslin cloth = $5.00 •1 knife = $1.00 •2 needles = $ .50 •1 cast iron pot = $2.00 •2 spools thread = $ .50 •1 cast iron skillet = $2.00 58 Facing Statehood Curriculum

Sugar Bacon

Cloth Needles Cast Iron Cast Iron Pot 2 5 Yards Muslin Skillet

Knife BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT 5 5 5 5

BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT 5 5 5 5 5 59

Wheat Wheat Wheat Wheat

Wheat Wheat Wheat Wheat 60 Facing Statehood Curriculum

Wheat Wheat Wheat Wheat Wheat

BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT

BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT BEAVER PELT 61 Post-Visit Lesson – Section III -Steps to Statehood

Lesson 1 The Money Game 2nd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Economics: SS.03.EC.02 Physical Education: PE.03.EE.01; PE.CE.EE.01

Materials Needed Section III: 5 pieces of 4 foot length of rope Post-Visit 25 Quarters (1 quarter per student) Lesson I 5 Wooden stakes with ﬂ at tops Time Needed: 15-30 minutes

Brief Overview: Legal Tender (Money) was in short supply in the Oregon Territory. Th is game engages students in thinking about the competitive nature of money and of the roping skills most farmers and cowboys needed to do their job.

Directions: Teacher should drive the fi ve stakes into the ground until stakes are steady. Divide class into fi ve groups. Each group will get a 4 foot length of rope. Th e rope should be tied at one end into a knot. Place quarter onto the fl at top of stake. Have each student try to knock the quarter off the stake using the rope. Student should try to knock off the quarter using the end that has the knot on it. If the student succeeds they get to keep the quarter.

Follow-up:

•Talk with students about how hard or easy this activity was. •Did the students think it was hard or easy? •Have them imagine how hard it would be to rope a cow or other livestock. •Would this be a valuable skill to have? •Would the students want to do this all day for a job and get paid according to how many quarters they could flick off? 62 Facing Statehood Curriculum Post-Visit Lesson – Section III -Steps to Statehood

Lesson 2 Vote or No Vote 3rd - 6th Grades

Oregon Standards Benchmarks and CIMs met: Civics & Government: SS.05.CG.01; SS.03.CG.02; SS.05.CG.04; SS.03.CG.03; SS.CM.CG.05

Materials Needed White Board/Paper Pen

Time Needed: 30-60 minutes

Brief Overview: When Oregon was becoming a state one of the main issues was who would be allowed to vote. After visiting, students hold a discussion about who was allowed to vote and why.

Directions: Teacher begins discussion about who could vote and who couldn’t and has students add their input. Write the answers on the board. Use quotes to help illustrate the diﬀ ering opinions.

Quote 1: “Th eir lives could not have been easy, given the fears of the Fugitive Slave laws, Oregon’s own Exclusion Laws and the public’s general attitude about African Americans. However in spite of immense obstacles, history records that they continued to come, to acquire property, to own businesses, to educate their children and to contribute to the communities in which they lived.” -Oregon Northwest Black Pioneers, 2008

Quote 2: “Th e history of the Chinese in Oregon is the history of dreams, hard work, prejudice, discrimination, persistence, and triumph.” -Source unknown

Leading Questions:

1. Once Oregon was a state who was allowed to vote? 2. Who was excluded? Why? 3. Were any of those exclusions fair? Why or why not? 4. If they were excluded from voting, were they also excluded from living in Oregon? Why? 5. Th e Black Exclusion Act was repealed in 1926 and the Chinese Exclusion Act was repealed in 1943. Why do students think the Chinese Exclusion Act was repealed later? 6. What do students feel and think when they hear these quotes? 7. Do students think that life is easier today in Oregon for minorities than it was during the time Oregon became a state? 63 Post-Visit Lesson – Section III -Steps to Statehood

Lesson 3 Government Control 3rd - 5th Grades

Oregon Standards Benchmarks and CIMs met: Civics & Government: SS.03.CG.02; SS.05.CG.04; SS.08.CG.04; SS.03.CG.03; SS.08. CG.05; SS.05.CG.06; SS.08.CG.06; SS,CM.CG.06 Section III: Materials Needed Post-Visit White Board/Paper Lesson Pen II & III Time Needed: 30-60 minutes

Brief Overview: With Oregon becoming a state, new questions would arise. Who would make the laws and how much of an impact would they have? Today the legacy of these questions remains.

Directions: Have students make a list of ﬁ ve things that they think the government does to inﬂ uence their lives. Th ese can be laws or rules. An example might be that school is mandatory until age 16. When the list is made have students try to determine if the law is a City, County, State or Federal Law. If there is a debate about where the law comes from, have students use the internet to look it up.

Adaptation for 6th- 8th grades

Directions: Break the class up into six groups. Each group gets a card with a quote on it. Have the group study the card and discuss for ﬁ ve minutes. At the end of the ﬁ ve minutes have the groups debate their view of the quote. Do they agree with the quote or disagree? Why or why not? At the end of the debate brainstorm and write the answers on the board about why statehood is a good idea or not. 64 Facing Statehood Curriculum

“In a new country, the more men “Th e establishment of a employed and paid by the public, provisional government and the less remains for industry.” militia would be a ‘danger of bad -Source Unknown suspicion to the Indians’.” -Source Unknown

“Th ey yet all lived in the bush, “We have no capital, no public and let all do right, there was no buildings, no library, and no visible means to support or sustain a State necessity for laws, lawyers, or Government, yet we must do it, and for magistrates(Judges).” what? Why, that Jo Lane and Delazone -Charles Wilkes Smith can occupy seats in the U.S. Senate, and Mr. L. Grover in the House of Representatives of the Congress, and draw from the National treasury $10,000 a year each.” –Th e Weekly Oregonian, Feb. 14, 1859.

“Th e majority of the people “Th e country will be settled, and of Oregon have become the that speedily, from some quarter, charmed victims of party and it depends very much on the conjurations and political drugs speedy action of Congress what and have been duped into its that population shall be…It support…” may be thought that Oregon is –Th e Weekly Oregonian, Feb. 14, of little importance; rely upon it 1859. there is the germ of a great state.” –Jason Lee 65 Post-Visit Lesson – Section III -Steps to Statehood

Lesson 4 Government Vocabulary 3rd - 5th Grades

Oregon Standards Benchmarks and CIMs met: History: SS.CM.HS.06 Social Science Analysis: SS.CM.SA.01 English Language Arts: EL.03.RE.12; EL.04.RE.09; EL.05.RE.09; EL.06.RE.09; EL.07.RE.09; EL.08.RE.09 Section III: Directions: Post-Visit Hand out Road to Statehood worksheet (following page). Lesson IV Students can work in pairs or individually.

Th is painting depicts the day, March 16, 1859, that Salem residents received the news that Oregon had oﬃ cially joined the Union. 66 Facing Statehood Curriculum

Road to Oregon Worksheet

Name______

1. I am known as the Father of Oregon. ______

2. I died without a will. ______

3. “54° 40’ or Fight” was my Presidential campaign slogan. ______. _ _ _ _

4. Th e Kalapuya were removed to what reservation? ______

5. What 4 Nations held claims in _ _ _ _ _, ______Oregon? ______, ______6. What two minorities were excluded from Oregon by law? ______, ______

7. In what month did Oregon become a state? ______

8. What wild predator caused a series of meetings that culminated in a vote for statehood? ______

9. How many types of government has Oregon had on its road to statehood? _ _ _ _ _

67 Road to Oregon Worksheet

Answers

1. I am known as the Father of Oregon. John McLoughlin

2. I died without a will. Ewing Young

3. “54° 40’ or Fight” was my Presidential campaign slogan. James K. Polk

4. Th e Kalapuya were removed to what reservation? Grand Ronde

5. What 4 Nations held claims in Spain, Russia, Oregon? Great Britain,

United States 6. What two minorities were excluded from Oregon by law? Blacks, Chinese

7. In what month did Oregon become a state? February

8. What wild predator caused a series of meetings that culminated in a vote for statehood? Wolves

9. How many types of government has Oregon had on its road to Th ree statehood? 68 Facing Statehood Curriculum

Post-Visit Lesson – Section III -Steps to Statehood

Lesson 5 Why Three Governments? 5th - 8th Grades

Oregon Standards Benchmarks and CIMs met: History: SS.05.HS.01; SS.08.HS.01; SS.05.HS.02; SS.08.HS.02; SS.05.HS.06; SS.08.HS.06; SS.03.HS.05; SS.08. HS.08 Civics & Government: SS.05.CG.04; SS.08.CG.04; SS.08.CG.08; SS.08.CG.08

Materials Needed: White Board/Paper Pens Time Needed: 30-60 minutes

Introduction: Oregon is one of a handful of states that have had more than just a Territorial Government and a State Government. Oregon had a third type that was its ﬁ rst, the Provisional Government. One of the most important questions is why go through the extra step? What made it seem logical to those who wanted Oregon to be a state. Some of the issues that were being debated were British or American rule, money, land and goods.

Th e Provisional Government lasted from 1843-1849. During this time, the White population expanded from about 325 people to over 9,000. With the inﬂ ux of more people, a formal set of laws needed to be adopted. Th e most important thing the establishment of Oregon’s Provisional Government did was, in 1843, end British control in the area, and established United States law as the basis for future rulings and laws.

Fredrick Holman said, “As the government of the United States had given them no laws, they made laws for themselves.” Oregon Historical Quarterly vol. 13, No. 2, June 1913

Instructions: Separate students into groups of four to six. Have them use the quote above to create a set of laws based on laws that they already know. Th ey should create 10 laws that they believe will cover the majority of issues one might face in a new land.

After they have had time to create their ten laws, have them present them to their classmates. Are any of them the same? Why or why not? Were there any common themes? Why or why not? 69 Facing Statehood Curriculum Bibliography

Aikens, C. Melvin, Archeology of Oregon. Portland, Oregon: U.S. Dept. of the Interior, Bureau of Land Management. 1993.

Basler, Roy P. (ed), Th e Collected Works of Abraham Lincoln Vol. II. New Brunswick, New Jersey: Rutgers University Press. 1953.

Blanchet, F.N., “Oregon Grapeshot,” in Oregon Historical Quarterly vol. LXIX, no. 3, September 1968. Translated by Elizabeth Vaughn from the Blanchet Papers, OHS. 269-271. Section III: Bennett, Guy Vernon, “Early Relations of the Sandwich Islands to the Old Oregon Territory,” in Washington Post-Visit Historical Quarterly vol. 4, 1913, 116-127. Lesson V Boas, Franz, Chinook Texts. Washington: Smithsonian Institutions, Government Printing Oﬃ ce. 1894. & Boyd, Robert, “Kalapuya Disease and Depopulation” in What Price Eden?: Th e Willamette Valley in Transition, Bibliography 1812-1855. Mission Mill Museum Association Publication.

Boyd, Robert, “Th e Paciﬁ c Northwest Measles Epidemic of 1847-1848,” in Oregon Historical Quarterly,” vol. 95, no. 1, Spring 1994. 28-34.

Burch, Pauline, “Pioneer Nathaniel Ford and the Negro Family,” in the Oregon Historical Society Manuscript Collections. Portland, Oregon.

Decker, Fred W., “Letter to the Editor: Discovered: A Photo and More Facts about Mary Leonard, Oregon’s First Woman Lawyer,” in Oregon Historical Quarterly vol. 78 no. 2, June 1977. 174-77.

Hayes, Ralph & Jo, Franklin,(ed), Northwest Black Pioneers: A Centennial Tribute. Hayes & Franklin. 1994.

Holman, Frederick B., A Brief History of the Oregon Provisional Government and What Caused its Formation,” Oregon Historical Quarterly vol. 13, no. 2, June 1913.

Jacobs, Melville, Kalapuya Texts. Seattle, Washington: University of Washington Press. 1945.

Johnson, Gladine G., 1987-89 Oregon Directory of American Indian Resources. Salem, Oregon: Commission on Indian Services. 1987.

Kappler, Charles J. (ed), Indian Aﬀ airs: Laws and Treaties Vol II. Washington, DC: Government Printing Oﬃ ce. 1904.

Leavelle, Tracy Neal, “We Will Make It Our Own Place: Agriculture and Adaptation at the Grand Ronde Reservation, 1856-1887” in American Indian Quarterly vol. 22, no. 4, Fall 1998. 42-56.

Lee, Minnie, “Indian Brides of Oregon Pioneers,” Sunday Oregonian, 26 December 1937.

Lee, Minnie, “Joseph gale, Peter Skene Ogden, Joe Meek: Among Early Settlers With Indian Wives,” Sunday Oregonian, 19 December 1937.

Lee, Minnie, “Joaquin Miller: Famous Poet’s First Love Recalled,” Sunday Oregonian, 9 January 1938.

Lee, Minnie, “Lieutenant Phil Sheridan’s Romance in Oregon,” Sunday Oregonian, 2 January 1938.

Lomax, Alfred L., “Pioneer Woolen Mills in Oregon,” in Oregon Historical Quarterly vol. 30 no. 4 December 1929. 238-241.

Lowe, Beverly Elizabeth, A Biography of an Oregon Pioneer: John Minto Man of Courage 1822-1915. Salem, Oregon: Kingston Price & Co. 1980.

Loy, William, Atlas of Oregon. Eugene, Oregon: University of Oregon Press. 2001.

Mackey, Harold, Th e Kalapuyans: A Sourcebook on the Indians of the Willamette Valley, 2nd ed. Salem, Oregon: Mission Mill Museum Association. 2004. 70 Facing Statehood Curriculum

Maxwell, Ben, “Looney Farm Oldest in Northwest,” in Portland Oregonian, March 14, 1937.

“Methodist Report,” in Oregon Historical Quarterly, vol. 23, 1922.

McLagan, Elizabeth, A Peculiar Paradise: A History of Blacks in Oregon, 1788-1940. Th e Oregon Black History Project. Portland, Oregon: Th e Georgian Press. 1980.

Milner, Clyde A. (ed), Major Problems in the History of the American West. Houghton Miﬄ in Publishing 1997.

Parman, Alice, “Th e Once and Future Willamette Valley: An Environmental History,” in Lane County Historian, vol. 49, no. 1, Spring 2004.

Pratt, L.E., “Th e Origin and History of the Willamette Woolen Factory,” in Oregon Historical Quarterly vol. 3 no. 3 September 1902. 248- 259.

Ramsey, Jarold, (ed), Coyote Was Going Th ere: Indian Literature of the Oregon Country. Seattle: University of Washington Press. 1977.

Richards, K. Keith, “Of “Gingham,” “Barn Doors, “ and “Exquisites”: George H. Himes on Pioneer Fashion,” in Oregon Historical Quarterly vol. 90, no. 4, Winter 1989. 385-293.

Richards, K. Keith, “Unwelcome Settlers: Black and Mulatto Oregon Pioneers,” in Oregon Historical Quarterly vol. 84, no. 1, Spring 1983. 29-43.

Robertson, James R., “Th e Genesis of Political Authority in Oregon,” in Oregon Historical Quarterly vol. 1, no. 1, March 1900. 1-59.

Roosevelt, Franklin, “Transcript of Executive Order 9066: Resulting in the Relocation of Japanese (1942) as found www.ourdocuments. gov/print_friendly.php?page=transcritt&.

Schoenberg, Wilfred P., A History of the Catholic Church in the Paciﬁ c Northwest,. Washington D.C.: Th e Pastoral Press. 1987.

Scott, Leslie M., “Indian Diseases as Aids to Paciﬁ c Northwest Settlement,” in Oregon Historical Quarterly vol. 29, no. 2, June 1928. 144- 161.

Scott, Leslie M., “Oregon’s Provisional Government, 1843-1849,” in Oregon Historical Quarterly vol. 30, no. 3, September 1929. 205-217.

Shein, Debra, “Abigail Scott Duniway’s Serialized Novels and the Struggle for Women’s Rights” in Oregon Historical Quarterly vol. 101, no. 3, Fall 2000.

Spores, Ronald, “Too Small a Place: Th e Removal of the Willamette Valley Indians, 1850-1856,” in American Indian Quarterly, vol. 17, no. 2, Spring 1993.

Th omas, Russell B., “Truth and Fiction of the Champoeg Meeting,” in Oregon Historical Quarterly vol. 30 no. 3, September 1929. 218-237.

USA, “Transcript of Chinese Exclusion Act” (1882) found at www.ourdocuments.gov.

Waite, Frederick C., “Medical Education of Dr. Whitman address delivered at celebration of the Whitman centennial, Walla Walla, Washington, August 13, 1936” in Oregon Historical Quarterly vol. 37, no. 3. September 1936. 192-234.

Wendt, Ingrid, Primus, & St. John, From Here We Speak: An Anthology of Oregon Poetry. Corvallis, Oregon: OSU Press. 1993.

White, Richard, It’s Your Misfortune and None of My Own. Norman, Oklahoma: University of Oklahoma Press. 1991.

Wiley, Leonard, “Mill Creek Site of Grist Mill of Hudson’s Bay Company,” in Oregon Historical Quarterly vol. XLII, no. 3, September 1942. 281-291.

Wilkes, Charles, “Report on the Territory of Oregon: Charles Wilkes Commander of the United States Exploring Expedition 1838-1842,” in Oregon Historical Quarterly vol. 12, no. 3, September 1911.

Young, F.G., “Financial History of Oregon,” in Oregon Historical Quarterly vol. 7, no. 4, December 1906.

Young, F.G., “John Boit’s Log of the Columbia-1790-1793” in Oregon Historical Quarterly vol. XXII no. 4, December 1921. 257-264.

Zenk, Henry B. “Th e Kalapuyans,” in Handbook of North American Indians: Volume 7, Northwest Coast. William C. Sturtevant (ed). Washington D.C: Smithsonian Institution. 1990. 547-553.

71 Zorn, Henry, “Champoeg Flour Mills” in Marion County History, vol. 7, 1961.

Helpful Websites

Mission Mill Museum www.missionmill.org

Friends of Historic Champoeg www.champoeg.org

Oregon Department of Education, Indian Education www.ode.state.or.us/search/results/?id=112

Oregon Council for the Humanities www.oregonhum.org

Oregon Cultural Heritage Commission www.ochcom.org

Oregon Heritage Commission www.oregon.gov./OPRD/HCD/OHC/INDEX.shtml

Oregon Historical Society, Oregon History Project www.ohs.org/education/oregonhistory/index.cfm

Oregon Legislative Commission for Indian Services www.leg.state.or.us/cis/.

Oregon State Archives www.arcweb.sos.state.or.us/banners/exhibits.htm

Oregon Tribal Websites

Confederated Tribes of Grand Ronde www.grandronde.org

Confederated Tribes of Siletz www.ctsi.nsn.us

Confederated Tribes of Coos, Lower Umpqua and Siuslaw www.ctclusi.org

Coquille Indian Tribe www.coquilletribe.org

Cow Creek Band of Umpqua Tribe www.cowcreek.com

Confederated Tribes of Umatilla www.umatilla.nsn.us

Confederated Tribes of Warm Springs www.warmsprings.com

Th e Klamath Tribes www.klamathtribes.org/

Burns Paiute Tribe www.harneycounty.com/Paiute.htm Notes: Notes: Notes: Notes: Acknowledgements:

Th e materials in this Curriculum Guide were put together by Tracy Miller-Prien, Independent Education Specialist. Th e materials were edited by Mission Mill Museum employees, Keni Sturgeon (Curator), Peter Booth (Executive Director) and Linda Langham (Director of Administration). Th e graphic layout for the Guide was done by Mission Mill Museum’s Publications Coordinator, Tracy Stroud.

Th e Facing Statehood Curriculum Guide was made possible through grants from the Oregon Heritage Commission and the City of Salem.

Mission Mill Museum 1313 Mill Street S.E., Salem, Oregon 97301 (503) 585-7012 Online at www.missionmill.org