TEACHING AMERICAN HISTORY CURRICULUM MATRIX

NAME: Edna Kovacs, Ph.D. SCHOOL: Fernwood Middle School and UNIT TITLE: Westward Expansion: Settling of the West, Ethnic and Gendered Perspectives TARGET GRADE LEVEL: 8th Grade Language Arts and Social Studies APPROXIMATE TIME NEEDED: 2-3 weeks (3 periods each day) PREREQUISITES: General knowledge of U.S. history, from the 1500’s through the 19th century GENERAL RESOURCES NEEDED:

• Infocus machine • VHS Player • Computer(s) • ArcView GIS Software • Overhead Projector

OVERVIEW (Abstract): Westward expansion may be viewed through a variety of perspectives including that of women, Chicanos, Native Americans, and the classic story of the white man. Students will study Westward Expansion on a local, regional and national level becoming proficient in the societies of America and the issues they faced during Westward Expansion. Students will create a Wild West Through Many Eyes newspaper that incorporates understanding of key people, places, way of life, and prominent issues such as the Donation Land Act. Students will produce a packet that encompasses multi genre written responses to literature, primary source documents, and GIS materials. Students will gain awareness of Westward Expansion and their own migration to Oregon through a timeline guided interview of family members. Students will meet Portland Public Schools standards in reading, writing, geography, history and social studies. Students will be assessed according to the standardized procedure which examines academic achievement as well as effort.

STANDARDS NATIONAL HISTORY STANDARDS:

Era 4: Expansion and Reform (1801-1861)

Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.

Standard 1B: The student understands federal and state Indian policy and the strategies for survival forged by Native Americans. Standard 1C: The student understands the ideology of Manifest Destiny, the nation’s expansion to the Northwest, and the Mexican-American War.

Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement changed the lives of Americans and led toward regional tensions.

Standard 2C: The student understands how antebellum immigration changed American society. Standard 2E: The student understands the settlement of the West.

PORTLAND SOCIAL STUDIES STANDARDS

History 3. Students will know and understand the factors, experiences and impacts of historical and contemporary movements and settlements of people. 6. Students will know and understand the concept of culture and its relationships to region and place, and influences on cooperation and conflict. Citizenship 1. Students will examine and debate the concept of citizenship, specifically the roles, rights (individual and group) and responsibilities of the citizens of the United States. Fulfill Civic Responsibility 8. Students will participate in formal and informal activities to promote the well being of society Maps and Other Geographic Representations 1. Students will demonstrate their ability to use maps and other geographic representations to locate, organize and interpret information about people, places and environments. Global Economics 3. Students will understand, analyze and study the dynamics and impact of global economic relationships.

PORTLAND LANGUAGE ARTS STANDARDS

Reading • Recognize, pronounce, and know the meaning of words in text by using phonics,

language structure, contextual clues, and visual clues. • Locate information and clarify meaning by skimming, scanning, close reading,

and other reading strategies. • Demonstrate literal comprehension of a variety of printed materials. • Draw connections and explain relationships between reading selections and other

texts, experiences, issues, and events. Literature

• Read a variety of selections and recognize distinguishing characteristics of various literary forms.

• Analyze how literary works are influenced by history, society, culture, and the author’s life experiences.

Writing • Communicate knowledge of the topic, including relevant examples, facts,

anecdotes, and details. • Structure information in clear sequence, making connections and transitions

among ideas, paragraphs, and sentences. • Use correct spelling, grammar, punctuation, capitalization, paragraph structure,

sentence construction, and other writing conventions. • Use a variety of modes and written forms to express ideas.

GEOGRAPHY STANDARDS Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Standard 12: The processes, patterns, and functions of human settlement. Standard 17: How to apply geography to interpret the past.

LESSONS Introduction: Westward Expansion Lesson 1: Key Figures in America’s Westward Expansion Lesson 2: Clashing Cultures Lesson 3: Understanding Westward Expansion Lesson 4: Mythology and Symbols of the Old West Lesson 5: Oregon Atlas Scavenger Hunt Lesson 6: Letters and Diaries of Oregon Small Group Activity Lesson 7: The Portland Project Small Group Activity Lesson 8: GIS Manifest Destiny Small Group Activity Lesson 9: Additional Small Group Activities Lesson 10: Project Presentations and Sharing

FOUNDATIONS OF KNOWLEDGE: Students will have an underlying understanding of Manifest Destiny and Westward Expansion as a result of reading Creating America: A History of the United States, Chapters 13 and 19. There is a reading study guide of these chapters for students acquiring English/ESL and less proficient readers. Chapter summaries are also available in English and Spanish on CD. Gifted and talented students may create electronic posters to advertise passage to the Oregon Territory and the California gold mines, and/or work in small groups to write and record historical fiction stories about one of the following characters:

• African-American Exoduster in Kansas • German sodbuster in Nebraska • Norwegian farmer in Minnesota • Female schoolteacher from Philadelphia who has come to teach in Kansas • Railroad tycoon living in Omaha, Nebraska • Grain elevator operator who works for the railroad tycoon in a small town in Nebraska • Widow who inherited the family homestead • Congressman who supported the Homestead Act of 1862 • Native American who was removed from his homeland

Chapter 13, “Manifest Destiny 1810-1853,” discusses the westward migration of the American people and the national belief in Manifest Destiny. It also described the Texas Revolution, the War with Mexico, and the California gold rush. (Creating America, page 389a) Chapter 19, “Growth in the West 1860-1900,” discusses the continuing migration of white settlers from the eastern United States to the West, at cost to both Native Americans and people of Mexican heritage. It also described how Westerners challenged the dominant political parties by forming the Populist Party. (Creating America, page 553a) The format for this two to three week unit is based on the utilization of a block schedule that consists of three forty-five minute periods encompassing the subject areas of literature, language arts, and social studies. The Literature block will enable students to explore the many voices and perspectives of writers who share their racial and ethnic identities in the Many Voices Literature Series: A Multicultural Reader (Logan, IA: Perfection Learning, 2002). An accompanying teacher’s guide offers exercises that promotes critical thinking as students gain knowledge and understanding of concept vocabulary, pre-reading assignments, as well as asking students to respond to themes through discussion questions, multi-modal activities such as speaking, visual arts, debate, writing prompts, and making interpersonal connections. Students will have had previous immersion in Native American folklore, literature, and mythology. They will have written pictograph myths, poems, and completed investigative research on a particular tribe of their choice in conjunction with their study of “Societies of North America” in their Social Studies textbook, Creating America, Chapter 1. While this

aspect of regional and national focus is covered during the fall term in my scope and sequence, connections to those topics of related interest, including music and rock art painting, will be referred to as we continue to make regional, national, and local explorations to the thesis topic. The Language Arts block will give students time to research, write, and create a Wild West Through Many Eyes newspaper project. Guidelines will be distributed in conjunction with the Westward Expansion TAH unit. Students will be encouraged to work in small groups. Students will be well familiar with the expository writing mode prior to this assignment. Particular emphasis will be devoted to voice, tone, word choice, organization, and conventions. Primary sources will include online transcriptions of mid-1800s newspapers that are available on the Oregon History Project website (www.ohs.org). The Social Studies block will connect the Literature and Language Arts content to Westward Expansion through the exploration of primary sources, such as the Atlas of Oregon, Oregon Letters and Diaries, GIS and ESRI spatial databases. Due to the size of the class and scope of this project, the ideal learning environment would be to create several learning centers in the classroom, where students can rotate on a daily basis from the RLIS computer, to the Diaries and Letters center, to the Primary Sources table, to the computer lab, in small groups. This outline follows a structural whole class format for the first eight days, with the opportunity to implement small group activities for the remaining five or more class periods of forty-five minutes. LESSON PLANS: Introduction to Unit on Westward Expansion (2 days) Objective: To introduce students to idea of westward expansion and explain that the events can be “seen” through the eyes of many different kinds of people. To introduce students to the terms and concepts that they will be using to think about westward expansion. To provide an Oregon context for thinking about westward expansion. Materials: America’s Westward Expansion Video and Teacher Guide; Concept Definition Mapping Handout and Overhead, OR Atlas CD Procedure: Introduction: Explain expectations to the class using a standards-based evaluation approach. Begin the conceptual mapping exercise. Concept Mapping Activity: Use a shared-responsibility approach to complete the concept mapping handout. Begin the concept definition map with the names, terms, and events discussed in the video (also available in the “Readiness Activity Sheet” in the America’s Westward

Expansion Teachers Guide.) Tell students that they will be using these terms to learn about westward expansion in the U.S., so it is important that everyone have a good understanding of what these terms mean.

• Northwest Ordinance • Sacajawea • Oregon Trail • War of 1812 • Lewis & Clark • Andrew Jackson • “Manifest Destiny” • The Mexican War • Stephen Austin • Slavery • Erie Canal • “Texians” • Indian Removal Act • Louisiana Purchase • The Civil War

Hand out enough concept maps for each student to have one for each term on the sheet. Use the Concept Map overhead to guide students as they make a concept map of the first word. Ask students to help fill in the map. Map each word together as a class, having students come up to share their work on the overhead map copy. Oregon in Context: Using the Atlas of Oregon CD, explore the settling of Oregon using the “Human Geography” pages in the Atlas. Assessment of students’ prior knowledge of the settling of Oregon can be accomplished through guided discussion using the various Atlas pages. Synthesis: To close, link the concepts and terms with information about the settling of Oregon. How did the national events and ideas that were explored in the concept mapping exercise impact Oregon through its initial settlement period?

NOTE: Lessons 1-4 use the video and activities from America’s Westward Expansion. See the Resources section of this unit for citation and purchase information. Lesson 1: Key Figures in America’s Westward Expansion (3-4 days) Objective: Students will learn about key figures in our nation’s history, particularly those involved in America’s westward expansion. Materials: “Activity Sheet for Lesson 1” in America’s Westward Expansion Teacher Guide, Standards-based Evaluation Sheet for Research and Oral Reports Procedure: Reproduce copies of the “Activity Sheet for Lesson 1” from America’s Westward Expansion Teacher Guide and hand them out to each student. Ask students to read the instructions on the sheet carefully. Then answer any questions they might have about what they are to do. Briefly discuss the figures listed on the activity sheet (Thomas Jefferson, Stephen Austin, Meriwether Lewis, Antonio Lopez de Santa Anna, Tecumseh, Andrew Jackson, Sacajawea, James K. Polk). Have students choose one of these figures to research. Using a variety of sources for their research, students should answer the questions on the activity sheet. Some sources include the internet, encyclopedias, history books, U.S. Atlas, and articles from historical journals. Students should also be given ample access to primary and secondary source documents and/or the school library for their research. See RESOURCES for other source material. Allow 2 days for research activities. Synthesis: Once students have completed the activity sheet, a day should be set aside for students to present a 3-4 minute oral report to the class with time for questions and compliments. Both students and teacher will fill out the evaluation scoring sheet. Lesson 2: Clashing Cultures (1 day + independent research time) Objective: Students will learn about the differences in the cultural assumptions of whites and Native Americans. Students will also see how these different cultural assumptions created conflict. Materials: “Activity Sheet for Lesson 2” from America’s Westward Expansion Teacher Guide

Procedure: Reproduce copies of the “Activity Sheet for Lesson 2” from the America’s Westward Expansion Teacher Guide and hand them out to each student. Ask students to read the instructions carefully. Then answer any questions they have. Discuss the concepts on the activity sheet (trade, war, government, property, land use and the environment) to learn more about them. The students should be familiar with some basic information about these concepts so they can make a choice on which to research. Have students choose one of the concepts to research. Using a variety of sources, students should answer the questions on the activity sheet. Have students also write a short essay explaining the significance of each idea. Research sources include the internet, encyclopedias, history textbooks, U.S. Atlas, articles from historical journals. Students should also be given ample access to primary and secondary source documents and/or the school library for their research. See RESOURCES for other source materials. Note: Make sure that students understand that this exercise is not designed for them to take sides or blame whites or Native Americans for wartime atrocities. Instead, this exercise is designed to help students understand why each group acted as it did. Synthesis: Once students have completed the activity sheet, revisit the initial discussion. Ask students to share any insights they have gained about why conflict occurs. Lesson 3: Understanding Westward Expansion (2 days) Objective: To provide students with practice in note taking skills and to test their overall comprehension of the video America’s Westward Expansion. Materials: Video America’s Westward Expansion (30 minutes), “Activity Sheet for Lesson 3” from America’s Westward Expansion Teacher Guide Procedure: Review the basics of good note-taking skills with the class. Discuss why taking good notes is important in understanding ideas, events, and people. Reproduce copies of the “Activity Sheet for Lesson 3” from America’s Westward Expansion Teacher Guide. Hand out the activity sheet before the video so students know what points to look for. Show the video America’s Westward Expansion and ask students to take good notes. Tell them they will be answering questions on the activity sheet based on their notes.

After viewing the video, have students write their responses to the questions on the Activity Sheet for Lesson 3. They may want to use an extra sheet of paper if they need more room. Synthesis: Use these responses to help students evaluate their note taking skills, and as the basis for a class discussion about the important concepts of the video. Note: Hand out Timeline and Guided Questions for Family Interview

Timeline This timeline gives some key dates in Oregon history. Notice how often attempts to control resources (land, timber, gold) or to restrict competition in labor result in racist policies.

1787 Northwest Ordinance proclaims Indian land and property will never be taken or disturbed or invaded unless lawfully authorized by Congress. 1844 The Provisional Government of Oregon prohibits slavery in the territory, but also enacts measures to force blacks to leave the state. The Lash Law requires that any blacks remaining in Oregon, be they free or slave, be whipped twice a year until they shall quit the territory. 1845 Sandwich Islander Tax Bill directed against the Pacific Islanders who were being brought to the area to perform manual labor. To discourage Pacific Islanders from becoming permanent residents, employers were required to pay a $5 tax for each Islander they brought to Oregon, and $3 annually for Islanders kept in their service. 1850 Oregon Donation Act grants up to 320 free acres to white males regardless of whether or not Indians resided on the land, and prohibits blacks from taking a claim in Oregon. 1854 Oregon's 1849 Exclusion Law is repealed; however, another Exclusion Law will be written into the State Bill of Rights in 1857. 1857 The Oregon Constitution includes numerous provisions that prevent people of color from entering the state and severely limit the rights of those already here. “No free Negro or mulatto not residing in the state at the time of the adoption of the Constitution shall come, reside, or be within the State, or hold any real estate or make any contracts in the State. No Negro, Chinaman, or mulatto shall have the right of suffrage. No Chinaman shall hold real estate or mine a claim.” 1862 Annual Poll Tax requires all residents of color to pay a $5 tax or be forced to labor for the state at a rate of 50 cents per day. 1864 It becomes illegal to entice an Indian or "half-breed" to leave the reservation. 1866 Oregon's legislature refuses to pass the Fourteenth Amendment to the United States Constitution, which provided citizenship to blacks, and guaranteed due process and equal

protection for all people regardless of race. 1866 The state ban on interracial marriages is extended to include anyone who is 1/4 or more Chinese or Hawaiian or 1/2 Native American. 1882 Chinese Exclusion Act makes it illegal for Chinese laborers to come to the U.S. or to remain past 90 days if already here. 1883 Despite national passage of the Fifteenth Amendment to the U. S. Constitution, which states "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude," an effort to remove Oregon's state ban on black suffrage fails. 1919 Portland Board of Realty approves a Code of Ethics prohibiting realtors and bankers from selling property in white neighborhoods to people of color or providing mortgages for such purchases. 1923 The Oregon state legislature, dominated by members of the Klan, passes a number of restrictive laws. The Alien Land Law prevents first generation Japanese Americans (those who had immigrated to the U.S.) from owning or leasing land. The Oregon Business Restriction Law allows cities to refuse business licenses to first generation Japanese Americans. 1926 The Exclusion Law is removed from the Oregon Bill of Rights. 1927 The Oregon Constitution is amended to remove the clause denying blacks the right to vote. 1937-1945 The state passes a number of laws restricting Indians, mostly concerning the possession of alcohol. 1942 Following President Franklin Roosevelt's Executive Order 9066, Japanese Americans residing in Oregon were interned in Portland at what is now the Expo Center, and later sent out of the state. 1948 National Realtors Code (based on an earlier state law) proclaims a realtor shall never introduce into a neighborhood members of any race or nationality whose presence will be detrimental to property values. 1949 Fair Employment Act empowers the State Labor Bureau to prevent discrimination in employment. 1951 Oregon repeals its law prohibiting interracial marriage. 1953 Public Accommodation Law prohibits discrimination in hotels and other public accommodations. 1954 Congress terminates Western Oregon Indian tribes, ending all federal services and selling

any tribal lands. 1956 Congress terminates Klamath Indian Tribe. Grand Ronde and Siletz reservations are closed. 1957 The Dalles Dam is completed, which floods Celilo Falls, the major Indian fishing area on the Columbia River. 1999 The Oregon state legislature holds a Day of Acknowlegment to recognize the past discrimination earlier legislatures had sanctioned. 2000 Oregon removes all racist language from its Constitution.

http://www.beyondtheoregontrail.org/timeline.php Lesson 4: Mythology and Symbols of the Old West (1 day) Objective: By researching and looking at the way the West is portrayed and “imagined” in today’s popular culture, students will be able to debate and make better judgments about myths and symbols and their importance in how we, as a nation, view ourselves and history. Materials: “Activity Sheet for Lesson 4” from America’s Westward Expansion Teacher Guide Procedure: Ask students what comes to mind when they think of the West. Have a class discussion about the ways the West is portrayed in today’s society. Can the students identify western “themes” in television shows and movies (e.g. Back to the Future II or Wild Wild West), books (e.g. Little House on the Prairie), or western characters (e.g. Wild Bill or Calamity Jane)? How is the West portrayed in these popular mediums – create a list of “adjectives” to describe the West. Reproduce copies of “Activity Sheet for Lesson 4” from the America’s Westward Expansion Teacher Guide and hand them out to each student. Have students read the instructions on the activity sheet carefully. Then answer any questions that have. Remind your students that they will be creating a Wild West Newspaper from a multicultural perspective in the Language Arts part of this unit and to be sensitive to the significance of symbols and images as cultural stereotypes. Synthesis: Discuss students’ answers to the questions on the Activity Sheet for Lesson 4 as a class. Emphasize and expand on those answers that speak to the issue of cultural stereotyping.

NOTE: Lesson 5 uses the Oregon Atlas CD. See the Resources section at the end of this unit for citation and purchase information. Lesson 5: Oregon Atlas Scavenger Hunt Objective: To provide students with experience in using and interpreting graphic source material. Materials: Laminated handouts of the Atlas of Oregon pages, Human Geography Maps. Procedure: Tell students they will be going on a scavenger hunt. Using laminated copies of map pages from the Atlas of Oregon, students will locate the corresponding map pages on the computer and complete interactive assignments, answering questions based on the text and maps on the Atlas of Oregon pages. Particular pages and questions can be developed based on student skill level and prior experience with the subject matter with the intent to expand on students’ understanding of the settling of Oregon. Questions should be designed to allow for simple answers (e.g. which Native American groups occupied the area where Portland is located in 1850?) that encourage students to look through many of the pages in the Atlas and get exposure to all the different kinds of information available. Note: The “scavenger hunt” could also be one activity center that students rotate to during the remainder of this unit. An alternate idea could be to create a large “hunt” that remains with the activity table where students can write down their answers on a large single poster until the “hunt” is completed. The remainder of this unit consists of Activity Centers where students rotate in small groups to various tables. Tasks at the different “tables” can be tailored to student skill levels, offering opportunities for both students with special needs and advanced students. Lesson 6: Letters and Diaries of Oregon Small Group Activity Objective: To provide students with activities using various forms of literature (in this case letters and diary entries) to gain an understanding of multicultural perspectives on the settling of the West. Materials: Shannon Applegates “Oregon’s Diaries and Letters” book, a variety of old photographs of people, recycled manila envelopes (for “mailing”).

Procedure: Introduction: First, introduce the students to the letters and diaries published in the Oregon Literature Series. I made photocopies of many of the published letters and diary entries with their head notes and just gave my class time to read them. They pass them back and forth and discuss them in small groups, as well participating in a class discussion. Having the students read some aloud also helps them recognize the power of those voices from the past. Student Instructions Step 1: Find an old picture that you think would be interesting to write about. Step 2: Choose one person in that picture to be your main character and start to imagine and develop that person in your head (name, dates lived, hometown, favorite ice cream, etc.). Step 3: Write a head note for your character, similar to the ones you saw in the published letters and diaries. Step 4: Write a journal entry at least two pages long in the voice of the character you have created. Step 5: Exchange your journal entry with another student’s journal entry. Step 6: In the voice of the character you created, write a letter responding to the person whose journal entry you “found.” In your letter you should:

1. Introduce yourself. 2. Explain how you “found” the journal. 3. Describe your setting. 4. Describe an event or crisis in your life. 5. Reflect on yourself. 6. Mention some special relationship you are in. 7. Describe something you hope to accomplish. 8. Remember to stay in character!

Step 7: “Mail” your letter to the person whose journal you “found” using the manila envelopes. Step 8: When you get your journal back in the “mail,” write the person who returned your journal a thank-you note that responds to their letter.

Lesson 7: The Portland Project Small Group Activities Objective: To provide students with additional source documents, specifically about Oregon and Portland, to incorporate into the multicultural understanding of the settling of Oregon and the West. Materials: The Portland Project CD and Historic Photographs (from OHS), Champoeg Census Data (from www.rootsweb.com), Donation Land Act, Whitman Massacre document, Photograph Analysis Worksheet. Procedure: Activity #1 Make copies of the Photo Analysis Worksheet (several for each student). Have the students look at the photographs. Have the students choose 2-3 photographs of early Portland that they find interesting. Instruct students to read the directions on the Photo Analysis Worksheet carefully then complete the worksheet. Activity #2 Have copies available of the Champoeg County, Oregon Territory 1945, Territorial Census available for students. Have students make a list (or graph) the demographic characteristics of the population at this time (males/females, age ranges). Have students look at the names and try to imagine where the people are from (French names, Native American, etc.). Have students write a short imaginative story about one of the families in the census. Activity #3 Hand out copies of the Donation Land Claim Act of 1850 or the account of the Whitman Massacre. Have students read the documents carefully then create a skit around the Donation Land Claim Act or the events leading up to and including the Whitman Massacre that incorporate various points of view (white settler, Native American, women and/or children, etc.). Have the students volunteer to take on the individual parts and put on the skit for the class. NOTE: The Whitman Massacre document is rather lengthy but includes transcriptions and translations of articles in the Oregon Spectator, letters and meetings (including meetings with Cayuse Tribal members) immediately following the incident that provide valuable primary source material for students. The teacher, however, may wish to “cull” some of the material to make it easier for students to use.

www.archives.gov November 12, 2004

Photo Analysis Worksheet

Step 1. Observation

A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

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B. Use the chart below to list people, objects, and activities in the photograph.

People

Objects

Activities

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph?

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Step 3. Questions

A. What questions does this photograph raise in your mind?

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B. Where could you find answers to them?

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Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.

Page URL: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/photo.html U.S. National Archives & Records Administration

700 Pennsylvania Avenue NW, Washington, DC 20408 • 1-86-NARA-NARA • 1-866-272-6272

Champoic County, Oregon Territory 1845 Territorial Census NOTE: Champic County is now Marrion County This Census was transcribed by Teia Neal <silverhelm@triax.com> and proofread by Samantha Chapa as extra credit in her American History class for the USGenWeb Census Project http://www.usgenweb.org/census. Copyright (c) 1999 by Teia Neal <silverhelm@triax.com> Transcriber's notes: This 1845 census was found at the Archives Building in Salem, OR under Provisional and Territorial Records Film 24 Reel 77 Documents 12188 - 12277b ************************************************************************ USGENWEB NOTICE: These electronic pages may NOT be reproduced in any format for profit or presentation by any other organization or persons. Persons or organizations desiring to use this material, must obtain the written consent of the contributor, or the legal representative of the submitter, and contact the listed USGenWeb archivist with proof of this consent. ************************************************************************ State: Oregon Territorial Census District: Champoic County Microfilm: #24 Reel 77 Documents 12188-12277b Enumerator: #12194 Date Enumerated: March, 1845 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 1 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 1 1 Joseph Bourgean . . . . 1 1 . . 1 1 2 2 Antoine Bonefant . . 2 1 1 . . . 3 1 4 3 Hypobite Brousllet 2 . . . 1 1 . . 3 1 4 4 Charles Compo 3 . . . 1 1 . . 4 1 5 5 Andre CharLefoux 1 2 . 1 1 1 . 2 4 6 6 Adophus Chamberlain 1 1 . . 1 1 . . 2 2 4 7 Francois Champagne 2 1 . . 1 1 . . 3 2 5 8 X Joseph Canoyer 1 . . 1 1 1 . . 2 1 3 9 Oliver Daubin . . . . 1 1 . . 1 1 2 10 Pierre Degrais . . . . 1 . . . 1 . 1 11 Pierre Depot 2 1 . . 1 1 . . 3 2 5

12 Joseph Deslards . 1 1 3 . 1 1 . 2 5 7 13 Hyacinth Deologes ditLavigeur 3 1 2 . . 1 1 . 6 2 8 14 Joseph Despor dit Frederic . 5 . . 1 . 1 1 2 6 8 15 David Donpier 2 1 1 . 1 1 . . 4 2 6 16 Andre Dribois . . 1 1 . . 1 . 2 1 3 17 Jean BrDubruielle 4 1 . . . . 1 1 5 2 7 18 Jean Bl Ducharme . 2 . . 1 1 . . 1 3 4 19 Jeant Blsto Dupaty dit McKay 1 1 1 . 1 1 . . 3 2 5 20 Louis Forcier 4 1 . 1 1 1 . . 5 3 8 21 Luc Gagnon . 2 . . 1 1 . . 1 3 4 22 Joseph Gagnon 1 2 1 . 1 1 . . 3 3 6 23 Jean Bl Gardiepie 3 . . . 1 1 . . 4 1 5 24 Joseph Gervais 1 . 3 . . . 1 1 5 1 6 25 David Gervais 1 . . . 1 1 . . 2 1 3 26 Jean Gengras . 4 3 . 1 1 . . 4 5 9 27 Etunne Gregoine 1 . 2 . 1 . 1 1 5 1 6 28 Joseph Gendron 1 2 . 1 1 1 . . 2 4 6 29 Joachin Hubert 2 2 1 1 . 1 1 . 4 4 8 30 Francois Jacques 1 3 2 . . . 1 1 4 4 8 31 Charles Jeaudoins . . 1 . 1 1 . . 2 1 3 32 Joseph Kline . 1 . . 1 1 . . 1 2 3 TOTALS 37 34 21 12 24 24 10 5 . . 162 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 2 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 2 1 William H. Wilson . . . . 1 1 . . 1 1 2 2 E. E. Parrish 2 2 . . . . 1 1 3 5 8 3 John M. Haley 4 . . 2 7 . 1 1 12 3 15 4 John Howell 1 . 2 . 2 . 1 1 6 1 7 5 William Martin . . . . 1 . . . 1 . 1 6 James Martin . . . . 1 . . . 1 . 1 7 Robert Boyd . 4 . . 1 1 . . 1 6 7 8 John M. Carcle . 1 . . 1 1 . . 1 2 3 9 John Topa 1 3 . . 1 . 1 1 3 4 7 10 Batisle Dorien . . . . 1 1 . . 1 1 2 11 Batisle Gaba 2 . . . 1 1 . . 3 1 4 12 John M. Caddon . . . 1 2 1 . . 2 2 4 13 Daniel Waldo 1 2 1 1 1 1 . . 3 4 7 14 Henry Hoster . 1 . . 3 1 . . 3 2 5 15 Ruben Lewis . . . . 2 1 . . 2 1 3 16 Edward Burrows . . . . 3 . . . 3 . 3

17 Isaac Hutchens . . . . 1 1 . . 1 1 2 18 Charles P. Matt . . . . 1 . . . 1 . 1 19 Jessey Looney 2 1 . 1 1 1 . . 3 3 6 20 John Anderson . . . 2 2 . . . 2 2 4 21 David Delancy . . . . 3 . . 3 . 3 22 Webley Hauxhurst 2 . . . 1 1 . . 3 1 4 23 Joseph Holman 1 1 . . 1 1 . . 2 2 4 24 Tobias Cordell . 2 . . 1 1 . . 1 3 4 25 David Strickner . . . . 1 . . 1 . 1 26 Amabe Argnoitte 2 1 2 . 1 1 1 . 6 2 8 27 Alexis Aubichon . 3 . 1 . 1 1 2 4 6 28 Joseph Barnabe 2 1 . . 1 1 . . 3 2 5 29 Francois Bouche . 1 . . 1 1 . . 1 2 3 30 James Bouche . . . . 1 . . . 1 . 1 31 Jean Baptisto Bouche . . . . 1 . . . 1 . 1 32 Lyloan Bourgean . 3 . . 1 1 . . 1 4 5 TOTALS 20 26 5 9 46 18 6 5 . . 138 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 3 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 3 1 Paul Gilbo 4 1 . . . 1 1 . 5 2 7 2 Ruel Olds 2 1 . . 1 1 . . 3 2 5 3 Allen Davie . 1 . . 1 1 . . 1 2 3 4 Gabriel Brown . 1 1 . . . 1 1 2 2 4 5 Pierre Belleck 2 1 2 . . 1 2 . 6 2 8 6 Eiken Lucie 3 . . . 1 . 1 1 5 1 6 7 Franciois Bernie 1 . . . 1 1 . . 2 1 3 8 Samuel Painter 2 . . . 1 1 . . 3 1 4 9 David Leslie . 2 . . 1 1 1 . 2 3 5 10 James Force 1 1 . . 1 1 . . 2 2 4 11 Aaron Downer . . . . 1 1 . . 1 1 2 12 Jeremiah Horegon 2 1 . . 1 1 . . 3 2 5 13 Zuwashen Ubra 2 . . 1 . . 1 1 3 2 5 14 Alamson Beers 2 2 . 1 2 1 . . 4 4 8 15 David Carter 2 . . . 1 1 . . 3 1 4 16 James Caves 3 2 1 . 1 1 1 . 6 3 9 17 Elisha Packwood . . . . 1 . 1 . 2 . 2 18 William H. Bailey . 2 . . 1 1 . . 1 3 4 19 Batisle Pero . 1 . . 1 1 . . 1 2 3 20 Richard Eiken . . . 1 1 . . . 1 1 2 21 Theodore Uancott . . . 1 1 . . . 1 1 2

22 John E. Pickernell 1 2 . . 1 1 . . 2 3 5 23 Gilbert H. Frost . 1 . . 1 . . . 1 1 1 24 Richard Goodman 2 2 . 2 1 1 . . 3 5 8 25 Thomas D. Keyser 2 2 1 . 2 . 1 1 6 3 9 26 Henry Patterson . . . . 1 1 . . 1 1 2 27 william W. Raymond . 2 . . 1 1 . . 1 3 4 28 Hamilton Campbell 1 2 . . 1 1 . . 2 3 5 29 Horace Holden 2 2 . . 1 1 . . 3 3 6 30 L. H. Judson 2 2 . . 1 . . . 3 2 5 31 Bartles Lee 2 1 . . 1 1 . . 3 2 5 TOTALS 38 32 5 6 29 22 10 4 . . 146 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 4 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 4 1 Joseph Labombaro . . . . 1 . . . 1 . 1 2 Andre Lachapelle . 2 . . . 1 1 . 1 3 4 3 Pierre Lacourse . 2 . . 1 1 1 . 2 3 5 4 Chas Lafantiesiu . 1 . . 1 1 . . 1 2 3 5 Louis Laroeque 1 1 . . 1 1 . . 2 2 4 6 A. Laparade . 2 . . . 1 1 . 1 3 4 7 Pierre Larocque . . 1 . . . 1 1 2 1 3 8 Martial Lavallie . . . . 1 . . . 1 . 1 9 Moyise Lor . . 1 1 . . . . 1 1 2 10 Andre Lonctain 1 2 . 1 . . 1 1 2 4 6 11 Joseph Matte 1 . . . 1 1 . . 2 1 3 12 Antoine Masta . 1 . . 1 1 . . 1 2 3 13 Hevier Mathews . . . . 1 1 . . 1 1 2 14 George Moutour 1 2 . . 1 1 . . 2 3 5 15 Pierre Minard 3 . . . 1 1 . . 4 1 5 16 Nichola Montour . 1 1 . 1 . 1 1 3 2 5 17 Thomas Moison . . . . 2 1 . . 2 1 3 18 Jean Btst Obichon . . . . 1 1 . . 1 1 2 19 Antonio Ortigas . . . . . . 1 . 1 . 1 20 Louis Osisn 2 1 . . 1 1 . . 3 2 5 21 Jean Bl Perreault . 1 . . . 1 1 . 1 2 3 22 Jean Portier . 1 . . . 1 1 . 1 2 3 23 Amabe Petite . . . . 1 1 . . 1 1 2 24 Herbert Petite . . . . 1 . . . 1 . 1 25 Andre Picard 1 . 1 . . 1 1 . 3 1 4 26 Joseph Pin 2 2 1 . 1 1 . . 4 3 7

27 Louis Plante . . . . 1 . . . 1 . 1 28 Chase Plante . . 1 . 1 1 . . 2 1 3 29 Joussaint Poirier 1 1 1 . 1 1 . . 3 2 5 30 Augustin Raymond . . . . 1 1 . . 1 1 2 31 Pierre Raymond . . . . 1 . . . 1 . 1 32 Antoine Rivet 2 1 . . 1 1 . . 3 2 5 TOTALS 15 21 7 2 24 26 10 3 . . 103 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 5 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 5 1 Francois Rivet . . . . . . 1 1 1 1 2 2 Joseph Rivet 1 2 . . 1 1 . . 2 3 5 3 Hugustin Rochon . . . . 1 1 . . 1 1 2 4 Chas Rodeau 1 1 1 . . 1 1 . 3 2 5 5 Thomas Roi 2 1 . . 1 1 . . 3 2 5 6 Gideon Senechal . . . . 1 1 . . 1 1 2 7 Hearvier Sequin dit Laderoute 4 1 . . 1 1 . . 5 2 7 8 Jacques Servant 1 1 . 1 1 1 . . 2 3 5 9 Waccan Umpherville 1 3 3 1 1 1 . . 5 5 10 10 Louis Vandall 3 1 . . 1 1 . . 4 2 6 11 Daniel Girtman 1 . . . 1 1 1 . 2 2 4 12 Pierre Gochi . 1 . . 1 1 . . 1 2 3 13 Pierre Stiboin . 4 . . 1 1 . . 1 5 6 14 John Saunden 2 3 . 1 1 . . . 3 4 7 15 Pierre Bona . . . . 2 . . . 2 . 2 16 Francois Walkah 1 . 2 . 1 1 . . 2 1 3 17 Pierre Walkah . . . . 2 . 1 . 4 1 5 18 Fabiah Maloin 1 1 . . 1 1 . . 2 2 4 19 Langevius . . . . 1 1 . . 1 1 2 20 Angus McDonald . . . . 1 . 1 . 2 . 2 21 Robert Newell 5 . . . 1 1 . . 6 1 7 22 Alick Neel 3 1 1 . 1 . . . 5 2 7 23 Louis Roudeau . . . . . 1 1 . 1 2 3 24 Issac Flanery . . . . 1 . . . 1 . 1 25 Joseph Larocque 2 . . 1 1 1 . . 3 2 5 26 Chauncey D. Spencer . . . . 1 . . . 1 . 1 27 James Bean 2 1 . . 1 1 . . 3 2 5 28 Louis Langevius . . . . 1 . . . 1 . 1 29 Perre DeVos . . . . 1 6 . . 1 6 7 30 Michael Accoti . . . . 1 . . . 1 . 1 31 Antoine Ravally . . . . 1 . . . 1 . 1

32 Louis Verenope . . . . 1 . . . 1 . 1 TOTALS 30 21 7 6 31 25 6 1 . . 127 CENSUS YEAR: 1845 TERRITORY: Oregon Territorial Census DISTRICT: Champoic County ENUMERATOR: #12194 PAGE: 6 ============================================================================================================================================= | |Names of Single Men|Names of |Under 12 Years|12 Under 18 |18 Under 45 |45 & Over |Total No. |TOTAL | PG|Row|Keeping House |Head of Families |Males|Females |Males|Females|Males|Females|Males|Females|Males|Females|All Together| ============================================================================================================================================= 6 1 Jean Bl Boldue . . . . 1 . . . 1 . 1 2 Modeste Demers . . . . 1 . . . 1 . 1 3 Albert Weysinger . . . . 1 . . . 1 . 1 4 Joseph Gertain . . . . 1 . . . 1 . 1 5 Noah Newnan . . . . 1 . . . 1 . 1 6 Montrose McGilloray . . . . 1 . . . 1 . 1 7 Napolean McGilloray . . . . 1 . . . 1 . 1 8 John Saxton . . . . 1 . . . 1 . 1 9 William Morrison . . . . 1 . . . 1 . 1 10 Oliver Neel 2 2 . . 1 1 . . 3 3 6 11 John Hochstatter . . . . 1 . . . 1 . 1 12 John Dunn . . . . 1 . . . 1 . 1 13 Pierre Grosbuy . . . . 1 . . . 1 . 1 14 John Brown . . . . 1 . . . 1 . 1 15 Joseph Bertron . . . . 1 . . . 1 . 1 16 Beuisto Lasso . . . . 1 . . . 1 . 1 17 Louis Springer . . . . 1 . . . 1 . 1 TOTALS . . . . . . . . . . 22 NOTES: Champic County is now Marrion County http://ftp.rootsweb.com/pub/usgenweb/or/census/1845/1845champoeg.txt

Document: The Donation Land Claim Act, 1850 An Act to create the Office of Surveyor-General of the Public Lands in Oregon, and to provide for the Survey, and to make Donations to Settlers of the said Public Lands.

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That a surveyor-general shall be appointed for the Territory of Oregon, who shall have the same authority, perform the same duties respecting the public lands and private land claims in the Territory of Oregon, as are vested in and required of the surveyor of lands in the United States northwest of the Ohio, except as hereinafter provided.

Sec. 2 And be it further enacted, That the said surveyor-general shall establish his office at such place within the said Territory as the President of the United States may from time to time direct; he shall be allowed an annual salary of two thousand five hundred dollars, to be paid quarter-yearly, and to commence at such time as he shall enter into bond, with competent security, for the faithful discharge of the duties of his office. There shall be, and hereby is, appropriated the sum of four thousand dollars, or as much thereof as is necessary for clerk hire in his office; and the further sum of one thousand dollars per annum for office rent, fuel, books, stationary, and other incidental expenses of his office, to be paid out of the appropriation for surveying the public lands.

Sec.3. And be it further enacted, That if, in the opinion of the Secretary of the Interior, it be preferable, the surveys in the said Territory shall be made after what is known as the geodetic method, under such regulations, and upon such terms, as may be provided by the Secretary of the Interior of other Department having charge of the surveys of the public lands, and that said geodetic surveys shall be followed by topographical surveys, as Congress may from time to time authorize and direct; but if the present mode of survey be adhered to, then it shall be the duty of said surveyor to cause a base line, and meridian to be surveyed, marked, and established, in the usual manner, at or near the mouth of the Willamette River; and he shall also cause to be surveyed, in townships and sections, in the usual manner, and in accordance with the laws of the United States, which may be in force, the district of country lying between the summit of the Cascade Mountains and the Pacific Ocean, and south and north of the Columbia River: Provided, however, That none other than township lines shall be run where the land is deemed unfit for cultivation. That no deputy surveyor shall charge for any line except such as may be actually run and marked, nor for any line not necessary to be run; and that the whole cost of surveying shall not exceed the rate of eight dollars per mile, for every mile and part of mile actually surveyed and marked.

Sec.4. And be it further enacted, That there shall be, and hereby is, granted to every white settler or occupant of the public lands, American half-breed Indians included, above the age of eighteen years, being a citizen of the United States, or having made a declaration according to law, of his intention to become a citizen, or who shall make such declaration on or before the first day of December, eighteen hundred and fifty, and who shall have resided upon and cultivated the same for four consecutive years, and shall otherwise conform to the provisions of this act, the quantity of one half section, or three hundred and twenty acres of land, if a single man, and if a married man, or if he shall become married within one year from the first day of December, eighteen

hundred and fifty, the quantity of one section, or six hundred and forty acres, one half to himself and the other half to his wife, and enter the same on the records of his office; and in all cases where such married persons have compiled with the provisions of this act, so as to entitle them to the grant as above provided, whether under the late provisional government of Oregon, or since, and either shall have died before patent issues, the survivor and children or heirs of the deceased shall be entitled to the share or interest of the decreased in equal proportions, except where the deceased shall otherwise dispose of it by testament duly and properly executed according to the laws of Oregon: Provided, That no alien shall be entitled to a patent to land, granted by this act, until he shall produce to the surveyor-general of Oregon, record evidence of his naturalization as a citizen of the United States has been completed; but if any alien, having made his declaration of intention to become a citizen of the United States, after the passage of this act, shall die before his naturalization shall be completed, the possessory right acquired by him under the provisions of this act shall descend to his heirs at law, or pass to his devisees, to whom, as the case may be, the patent shall issue: Provided, further, That in all cases provided for in this section, the donation shall embrace the land actually occupied and cultivated by the settler thereon: Provided, further, That all future contracts by any person or persons entitled to the benefits of this act, for the sale of the land to which he or they may be entitled under this act before he or they have received a patent therefor, shall be void: Provided, further, however, That this section shall not be so construed as to allow those claiming rights under the treaty with Great Britain relative to the Oregon Territory, to claim both under this grant and the treaty, but merely to secure them the election, and confine them to a single grant of land.

Sec.5. And be it further enacted, That to all white male citizens of the United States or persons who shall have made a declaration of intention to become such, above the age of twenty-one years, emigrating to and settling in said Territory between the first day of December, eighteen hundred and fifty, and the first day of December, eighteen hundred and fifty-three; and to all white male citizens, not hereinbefore provided for, becoming one and twenty years of age, in said Territory, and settling there between the times last aforesaid, who shall in other respects comply with the foregoing section and the provisions of this law, there shall be, and hereby is, granted the quantity of one quarter section, or one hundred and sixty acres of land, if a single man; or if married, or if he shall become married within one year after becoming twenty-one years of age as aforesaid, the quantity of one half section, or three hundred and twenty acres, one half to the husband and the other half to the wife in her own right, to be designated by the surveyor-general as aforesaid: Provided always, That no person shall ever receive a patent for more than one donation of land in said Territory in his or her own right: Provided, That no mineral lands shall be located or granted under the provisions of this act.

Sec.6. And be it further enacted, That within three months after the survey has been made, or where the survey has been made before the settlement commenced, then within three months from the commencement of such settlement, each of said settlers shall notify the surveyor-general, to be appointed under this act, of the precise tract or tracts claimed by them respectively under this law, and in all cases it shall be in a compact form; and where it is practicable by legal subdivisions; but where that cannot be done, it shall be the duty of the said surveyor-general to survey and mark each claim with the boundaries as claimed, at the request and expense of the claimant; the charge for the same in each case not to exceed the price paid for surveying the public lands. The surveyor-general shall enter a description of such claims in a book to be kept

by him for that purpose, and note, temporarily, on the township plats, the tract or tracts so designated, with the boundaries; and whenever a conflict of boundaries shall arise prior to issuing the patent, the same shall be determined by the surveyor-general: Provided, That after the first December next, all claims shall be bounded by lines running east and west, and north and south: And provided, further, That after the survey is made, all claims shall be made in conformity to the same, and in compact form.

Sec. 7. And be it further enacted, That within twelve months after the surveys have been made, or, where the survey has been made before the settlement, then within twelve months from the time the settlement was commenced, each person claiming a donation right under this act shall prove to the satisfaction of the surveyor-general, or of such other officer as may be appointed by law for that purpose, that the settlement and cultivation required by this act has been commenced, specifying the time of the commencement; and at any time after the expiration of four years from the date of such settlement, whether made under the laws of the late provisional government or not, shall prove in like manner, by two disinterested witnesses, the fact of continued residence and cultivation required by the fourth section of this act; and upon such proof being made, the surveyor-general, or other officer appointed by law for that purpose, shall issue certificates under such rules and regulations as may be prescribed by the commissioner of the general land office, setting forth the facts of the case, and specifying the land to which the parties are entitled. And the said surveyor-general shall return the proof so taken to the office of the commissioner of the general land office, and if the said commissioner shall find no valid objections thereto, patents shall issue for the land according to the certificates aforesaid, upon the surrender thereof.

Sec. 8. And be it further enacted, That upon the death of any settler before the expiration of the four years' continued possession required by this act, all the rights of the deceased under this act shall descend to the heirs at law of such settler, including the widow, where one is left, in equal parts; and proof of compliance with the conditions of this act up to the time of the death of such settler shall be sufficient to entitle them to the patent.

Sec.9. And be it further enacted, That no claim to a donation right under the provisions of this act, upon sections sixteen or thirty-six, shall be valid or allowed, if the residence and cultivation upon which the same is founded shall have commenced after the survey of the same; nor shall such claim attach to any tract or parcel of land selected for a military post, or within one mile thereof, or to any other land reserved for governmental purposes, unless the residence and cultivation thereof shall have commenced pervious to the selection or reservation of the same for such purposes.

Sec.10. And be it further enacted, That there be, and hereby is, granted to the Territory of Oregon the quantity of two townships of land in the said Territory, west of the Cascade Mountains, and to be selected in legal subdivisions after the same has been surveyed, by the legislative assembly of said Territory, in such a manner as it may deem proper, one to be located north, and the other south, of the Columbia River, to aid in the establishment of the university in the Territory of Oregon, in such manner as the said legislative assembly may direct, the selection to be approved by the surveyor-general.

Sec.11. And be it further enacted, That what is known as the "Oregon city claim," excepting the Abernathy Island, which is hereby confirmed to the legal assigns of the Willamette Milling and Trading Companies, shall be set apart and be at the disposal of the legislative assembly, the proceeds thereof to be applied by said legislative assembly to the establishment and endowment of a university, to be located at such place in the Territory as the legislative assembly may designate: Provided, however, That all lots and parts of lots in said claim, sold or granted by Doctor John McLaughlin, previous to the fourth of March, eighteen hundred and forty-nine, shall be confirmed to the purchaser or donee, or their assigns, to be certified to the commissioner of the general land office, by the surveyor-general, and patents to issue on said certificates, as in other cases: Provided, further, That nothing in this act contained shall be so construed or executed, as in any way to destroy or affect any rights to land in said Territory, holden or claimed under the provisions of the treaty or treaties existing between this country and Great Britain.

Sec.12. And be it further enacted, That all persons claiming land under any of the provisions of this act, by virtue of settlement and cultivation commenced subsequent to the first of December, in the year eighteen hundred and fifty, shall first make affidavit before the surveyor-general, who is hereby authorized to administer all such oaths or affirmations, or before some other competent officer, that the land claimed by them is for their own use and cultivation; that they are not acting directly or indirectly as agent for, or in the employment of others, in making such claims; and that they have made no sale or transfer, or any arrangement or agreement for any sale, transfer, or alienation oft he same, or by which the said land shall ensure to the benefits of any other person. And all affidavits required by this act shall be entered of record, by the surveyor-general, in a book to be kept by him for that purpose; and on proof, before a court of competent jurisdiction, that any such oaths or affirmations are false or fraudulent, the persons making such false or fraudulent oaths or affirmations are false or fraudulent, the subject to all the pains and penalties of perjury.

Sec.13. And be it further enacted, That all questions arising under this act shall be ajudged by the surveyor-general as preliminary to a final decision accord to law; and it shall be the duty of the surveyor-general, under the direction of the commissioner of the general land office, to cause proper tract books to be opened for the lands in Oregon, and to do and perform all other acts and things necessary and proper to carry out the provisions of this act.

Sec.14. And be it further enacted, That no mineral lands, nor lands reserved for salines, shall be liable to any claim under and by virtue of the provisions of this act; and that such portions of the public lands as may be designated under the authority of the President of the United States, for forts, magazines, arsenals, dock-yards, and other needful public uses, shall be reserved and excepted from the operation of this act; Provided, That if it shall be deemed necessary, in the judgement of the President, to include in any such reservation the improvements of any settler made previous to the passage of this act, it shall in such case be the duty of the Secretary of War to cause the value of such improvements to be ascertained, and the amount so ascertained shall be paid to the party entitled hereto, out of any money not otherwise appropriated.

Approved, September 27, 1850.

Whitman Massacre

(http://www.oregonpioneers.com/whitman.htm)

The era of contact between the Indians and whites in the Oregon Territory had started in 1811 when some fifteen hundred Cayuses, Walla Wallas and Nez Perce had met with representatives of John Jacob Astor's Pacific Fur Company.

With a domain that stretched from the Snake-Columbia confluence across the vast plateau to the Snake borderlands, the Cayuses were truly a majestic tribe. Much of their influence they owed to the animal that they had ridden to power. These sure-footed horses varied in color and stood twelve to fifteen hands high. It was able to withstand hunger and rough treatment and its speed and endurance were exceptional. In the early nineteenth century a Cayuse Indian owning fifteen to twenty horses would hardly be considered affluent. Wealthier owners kept up to two thousand for recreation, travel and trading purposes.

By the late 1820's, the importance of the Cayuses, far outweighed their numbers. The deeply ingrained incursive life-style of the Cayuses had kept their numbers small. They were, in fact, the smallest tribe in the vicinity. The three largest Cayuse villages being: one under Chief Camaspelo on the headwaters of the Umatilla, another downstream on the Umatilla under two chieftain brothers, Five Crows (Achekaia or Pahkatos) and Young Chief (Tauitau), and a third on the upper Walla Walla under the aged Chief Umtippe.

Nevertheless, despite their lack in numbers, they still controlled the routes through which the fur brigades passed into the Snake Country. [McLoughlin, who was widely regarded as a stern disciplinarian of dissident Indians, handled the Cayuses with restraint.]

Cayuse trade continued to be chiefly in horses, which never ceased to be an important measure of their wealth. However, the natural simplicity of their clothing and ornaments, in which, as with their horses, they had taken great pride, was compromised by trappings and ornaments obtained from traders. In some case, they had surrendered to the white man's style by sporting trousers, shirt and cap.

The Cayuse were in a struggle to retain their supremacy among the tribes. Their population had dwindled [by 1841 one conservative estimate put their numbers at approximately 200] and their mother tongue was giving way to the more fluid speech of their more numerous neighbors the Nez Perces.

If the best their Great Spirit could offer was only Indian knowledge, they believed it necessary to find an additional powerful Supreme Being. In their contacts with the traders they had heard of a new God, a new magic. Would this new magic bring them guns, blankets, and other goods that would restore them to power and prestige?

In 1834, the Cayuse Indians met with Methodist Jason Lee near Fort Hall. Although Lee decided to establish his mission in the Willamette Valley, a new hope for a mission in their country

appeared in 1836 in the form of Rev. Samuel Parker. Parker was in the area to find a site for the proposed American Board mission that was to be headed by Dr. Marcus Whitman. After several days, he selected a site twenty-five miles east of Fort Walla Walla at Waiilatpu [ "The Place of the Rye Grass"] on the lands of three chiefs: Umtippe, Waptashtakmahl, and Tiloukaikt.

In the first week of October Dr. Whitman arrived with Rev. Spalding. The meeting with the Cayuse was friendly as the Indians assessed the newcomers. A site was selected for Whitman's home, which would serve as the heart of the mission. [In later years, the controversy over whether Parker had promised to pay for these lands added to the hostility.]

Almost from the beginning the difference in cultures laid the ground work for misunderstandings and conflict. The few Cayuses who had not gone to hunt buffalo helped with the house building, but it was strange work for them. Women put up the Indians' lodges. It was noted that Narcissa, Whitman's wife, did not help with hers.

Many of the Indians in the area were suffering from sickness, primarily inflammation of the lungs. The sick accepted Whitman's medicine, but many found his cures of temporary benefit, for they did not take care of themselves and relapsed. It was Indian custom that if a prominent member of the tribe died at the hands of a medicine man, then the medicine man must give his life to avenge the loss. Chief Umtippe, "a savage creature in his day", became ill and turned to Dr. Whitman. The doctor's medicine helped the chief survive, a fate better than that of a war-chief relative who, sick only six days, died at the hands of the Walla Walla tewat [medicine man]. The day the war chief died, Umtippe's younger brother, Isiachalakia (Wet Wolf), shot the tewat dead. All were avenged. From these developments, Whitman must have gathered that a doctor in Indian country had little security.

The basic differences continued to cause conflicts. Whitman had only one wife while the Indians believed that when there were many wives they all "had more to eat". The missionaries did much of the menial tasks that the Indian wives were expected to perform which diminished their power in the eyes of the Indians. Equally contradictory was the concepts of hospitality. When Mrs. Whitman took a little Indian boy into her home, his relatives, who had abandoned him, believed that such generosity should have extended to them. It was also noticed by the Indians that the missionary lady did not welcome them into her house, not even to eat, or worse yet, to worship. Why were they scolded for looking through the windows of the house? After all, they had helped build it and it was on their land. And why did the missionaries extend their hospitality to travelers when they did not extend it to the ones they called their children?

There was no end of Cayuse anxiety. Were the American Board missionaries, from whom they had expected special magic, saving it all for themselves? Were not the missionaries rich and getting richer? Why could their horses not graze on the land near the mission? It was Cayuse land and there were no fences. And if the horses were eating corn, was that not the fruit of the earth?

Soon the Indians were not merely asking questions but striking blows, with Tilkanaik, in the summer of 1841, delivering a sharp one to Whitman's chest in the continuing argument over ownership of the land. There were numerous incidents but after a confrontation in October 1841,

where several Indians stormed the mission over the issue of property, things quieted down for awhile.

The following winter Whitman left for the east to gain support for his mission. Rumors were persistent among the Indians that he was planning to return with men to fight them. When Whitman returned in late fall with a party of immigrants, the apprehension of the Indians was somewhat softened by the opportunity to trade. But, as preceding immigrations appeared they became increasingly hostile.

In 1845, due to increased tensions, Whitman rode out to warn a large company of immigrants that a large party of Cayuses and Walla Wallas was headed their way. Upon finding Whitman with the immigrants, the Indians backed off of their planned confrontation. By the fall of 1846, a fear of invasion by the Indians was felt as far south as California.

The turmoil had no chance to cool before the fall immigration arrived, bringing with it measles. The Indians took Whitman's medicine along with some treatments he did not prescribe such as the sweat bath and cold water plunge. Deaths were rampant and the Indians blamed the deaths on the white people in general and on Whitman, their high chief, in particular.

Tensions were increased by the French Canadians, eastern Indians and others who planted the seeds of suspicion. There were rumors of whites uncorking bottles to release disease germs to kill the Indians for their land and tales that the Whitman's were plotting to poison the Indians. As the deaths continued, the Indians moved closer and closer toward an uprising and revenge.

By the fall of 1847 tensions were coming to a head. The fall immigration had brought more disease and the Indians were quick to note that the doctor's mission family were not being affected at the same rate as the Indian population. This increased the belief that they were being poisoned.

Adding fuel to the fire was one Joe Lewis. Lewis, was a half breed who was said to have been born in Canada and brought up in Maine as a Catholic. He had been in Fremont's camp in the Mexican War and had joined the 1847 emigrants at Fort Hall. He was much disliked by the emigrants and was not allowed to rejoin them after reaching Whitman mission. From almost the moment he was hired by Dr. Whitman he commenced inciting unrest among the native population by telling them that the white men were poisoning them in order to claim their lands.

By the late fall the mission house was overflowing with additional people. Josiah Osborn, a millwright who had been previously employed by the Whitmans, rushed to add an addition to the mission house. Joseph Smith and Elam Young of Missouri were sent with their families to live at the sawmill in the Blue Mountains. Rebecca Hays, a widow with a four-year-old son, was hired to help cook.

Also stopping at the mission in the late fall of 1847 was a group of emigrants led by Capt. John William Bewley. Several in the party were ill, including Crockett Bewley and his friend Amos Sales. An exerpt from a newspaper article reportedly attributed to one of the younger sons of Capt. Bewley said: "...many were sick of fever and several graves were made on the Snake

River. My oldest brother became ill with mountain fever near the Whitman mission, and father, having an ardent desire to know the good doctor decided to stop there and consult him about treatment for my brother. It was late in the fall and the doctor was in the valley. Mrs. Whitman informed us that he would return in about three weeks and prevailed on us to remain to see him."

"The doctor prescribed rest and put the patient to bed. Mrs. Whitman needed help in her many cares with the sick children so it was arranged to leave my sister, Lorinda to assist her. The good doctor promised to bring these two children with him in the spring to the Willamette Valley."

Whitman Massacre

On the 29th of November the early morning fog created a blanket of eery silence. The mission population had grown to include seventy two individuals.

Just as illness filled the mission houses, it had also struck beyond in the Cayuse encampments. Death became almost certain in the crowded lodges despite Whitman's every effort. In a short two months nearly half of the Cayuse population had died, including several children of Chief Tilaukait.

On the day of the funeral for Chief Tilaukait's latest dead son, only the relatives attended, but no other Cayuse. On the way from the burial ground Whitman had stopped by to see Mrs. Saunders at the mansion house. Green Cap had followed him inside, taking a chair in the Saunders' home. Then he had shadowed Whitman through the fog as far as the mission house. There had been a time when the doctor would have told him to be about some useful business. But not now.

By the time the doctor reached home and finished dinner it was almost two o'clock. He then climbed the steep stairs to check on Lorinda Bewley, who reportedly was deeply troubled by a presentiment of evil to come. Unable to comfort her, he returned downstairs to get her some milk and a prescription that was probably a mild sedative.

He was soon met by a frightened Narcissa who informed him that Tilaukait and Tomahas were in the kitchen demanding to see him. As he entered the kitchen he was engaged in a brief parley with Tilaukait. While his attention was diverted, Tomahas brought down a tomahawk upon the head of the unsuspecting doctor. During the struggle, one or the other pressed the muzzle of their white man's weapon to the base of Marcus Whitman's throat and pulled the trigger.

In the ensuing chaos, thirteen of the 72 individuals at the mission were killed. These included: Narcissa Whitman, Andrew Rogers, Jacob Hoffman, the schoolmaster L.W. Sanders, Mr. Marsh, John Sager, Francis Sager, Nathan Kimball, Isaac Gilliland, and Young Jr. Crockett Bewley and Amos Sales escaped the initial massacre unharmed. However, it is reported that upon hearing of the treatment of his sister, Lorinda, Crockett Bewley confronted the captors, resulting in his death and the death of Amos Sales. Peter Hall, who had also escaped the original massacre, was subsequently killed several days later by Indians.

Whitman Massacre--The Aftermath

In the days following the massacre, rumors were rampant. The Oregon Spectator, the territorial newspaper which was published at Oregon City, provided a glimpse of the events as they unfolded.

****** Oregon Spectator Dec 10, 1847

"Fort Vancouver, 7th Dec. 1847 Geo. Abernethy, Esq. Sir, having received intelligence last night, by special express, from Walla Walla of the destruction of the Missionary settlement at Waiilatpu, by the Cayuse Indians of that place; we hasten to communicate the particulars of that dreadful event, one of the most atrocious which darkens the annals of Indian crime.

Our lamented friend Dr. Whitman, his amiable and accomplished lady, with nine other persons have fallen victims to the fury of these remorseless savages, who appear to have been instigated to this appalling crime by a horrible suspicion which had taken possession of their superstitious minds, in consequence of the number of deaths from dysentery and measles, that Dr. Whitman was silently working the destruction of their tribe by administering poisonous drugs under the semblance of salutary medicines.

With a goodness of heart and benevolence truly his own, Dr. Whitman had been laboring incessantly since the appearance of the measles and dysentery among his Indian converts, to relieve their sufferings, and such has been the reward of his generous labors.

A copy of Mr. McBean's letter herewith, will give you all the particulars, known to us, of this indescribably painful event.

Mr. Ogden with a strong party will leave this place as soon as possible for Walla Walla, to endeavor to prevent further evil; and we beg to suggest to you the propriety of taking instant measures for the protection of the Rev. Mr. Spaulding; who for the sake of his family, ought to abandon the Clear Water Mission, without delay, and retire to a place of safety, as he cannot remain at that isolated station without imminent risk, in the present excited, and irritable state of the Indian population.

I have the honor to be, Sir, Your most obedient servant, JAMES DOUGLAS"

***** Oregon Spectator Dec 10, 1847

"Oregon City, Dec. 8, 1847 Gentlemen-- It is my painful duty to lay the enclosed communication before your Honorable

Body. They will give you the particulars of the horrible massacre committed by the Cayuse Indians on the residents of Waiilatpu. This is one of the most distressing circumstances that has occurred in our Territory, and one that calls for immediate and prompt action. I am aware to meet this case, funds will be required, and suggest the propriety of applying to the Hon. Hudson's Bay Company and the Merchants of this place for a loan to carry out whatever plan you may fix upon. I have no doubt but the expenses attending this affair will be promptly met by the United States Government.

The wives and children of the murdered persons, Rev. Mr. Spaulding and family and all others who may be in the upper country, should at once be proffered assistance, and an escort to convey them to a place of safety.

I have the honor to remain, Gentlemen, Your ob't servant, GEO. ABERNETHY"

***** Oregon Spectator Dec. 10, 1847

"Fort Nez Perces, 30th Nov 1847 TO THE BOARD OF MANAGEMENT: Gentlemen, It is my painful task to make you acquainted with a horrid massacre which took place yesterday at Waiilatpu, about which I was first apprised early this morning by an American who had escaped, of the name of Hall, and who reached this half naked and covered with blood. As he started at the onset, the information I obtained was not satisfactory. He, however, assured me that the Doctor and another man were killed, but could not tell me the persons who did it, and how it originated.

I immediately determined on sending my interpreter and one man to Dr. Whitman's to find out the truth, and if possible to rescue Mr. Manson's two sons, and any of the survivors. It so happened that before the interpreter had proceeded half way, the two boys were met on their way hither escorted by Nicholas Finlay, it having been previously settled among the Indians that these boys should not be killed as also the American women and children. Peloquoit is the Chief who recommended this measure. I presume you are well acquainted that fever and dysentery has been raging here, and in this vicinity, in consequence of which a great number of Indians have been swept away, but more especially at the Doctor's place where he attended upon the Indians. About 30 souls, of the Cayuse tribe died, one after another, who eventually believed the Doctor poisoned them, and in which opinion they were unfortunately confirmed by one of the Doctor's party. As far as I have been able to learn, this has been the sole cause of the dreadful butchery.

In order to satisfy any doubt on that point, it is reported that they requested the Doctor to administer medicine to three of their friends, two of whom were really sick, but the third only feigning illness, and that the three were corpses next morning. After they were buried, and while the Doctor's men were employed slaughtering an ox, the Indians came one by one to his house, with their arms concealed under their blankets and being all assembled, commenced firing on those slaughtering the animal, and in a moment the Doctor's house was surrounded. The Doctor

and a young lad brought up by himself, were shot in the house. His lady, Mr. Rogers and the children had taken refuge in the garret, but were dragged down and dispatched (excepting the children) outside, where their bodies were left exposed. It is reported that it was not their intention to kill Mr. Rogers, in consequence of an avowal to the following effect, which he is said to have made, and which nothing but a desire to save his life could have prompted him to do so. He said, `I was one evening lying down and I overheard the Doctor telling Rev. Mr. Spaulding that it was best you should be all poisoned at once, but that the latter told him it was best to continue slowly and cautiously, and between this and spring not a soul would remain, when they would take possession of your lands, cattle and horses.'

These are only Indian reports, and no person can believe the Doctor capable of such an action, without being as ignorant and brutal as the Indians themselves. One of the murderers not having been made acquainted with the above understanding, shot Mr. Rogers.

It is well understood that eleven lives were lost and three wounded. It is also rumored they are to make an attack upon the Fort; let them come! If they will not listen to reason; thought I have only five men at the establishment I am prepared to give them a warm reception; the gates are closed day and night, and bastions in readiness. In company with Mr. Manson's two sons was sent a young half breed Lad, brought up by Doctor Whitman--they are all here and have got over their fright. The ring-leaders in this horrible butchery, are Telequoit, his son, Big Belly, Tamsuchy, Esticus, Toumoulish, etc. I understand from the interpreter that they were making one common grave for the deceased.

The houses were stripped of everything in the shape of property, but when they came to divide the spoil, they fell out among themselves, and all agreed to put back the property. I am happy to state the Walla Wallas had no hand in the whole business--they were all the Doctor's own people, (the Cayuses.) One American shot another and took the Indian's part, to save his own life.

Allow me to draw a veil over this dreadful affair which is too painful to dwell upon, and which I have explained comfortably to information received, and with sympathizing feelings. I remain, with much respect, Gentlemen, Your most obe't hum. serv't WILLIAM MCBEAN N.B. I have just learnt that the Cayuses are to be here to-morrow to kill Serpent Jaune the Walla Walla chief. W.McB.

NAMES OF THOSE WHO WERE KILLED: 1. Doctor Whitman 2. Mrs. Whitman 3. Mr. Rogers 4. Mr. Hofman 5. Mr. Sanders (Schoolmaster) 6. Mr. Osborne (Carpenter) 7. Mr. Marsh 8. Jno. Sager 9. Frs. Sager

10. Mr. Canfield (Blacksmith) 11. Mr. _________ (a Sailor) Besides three that were wounded, more or less, Messrs. Hall, Kemble and another whose name I cannot learn. W. McB." [NOTE: see my list at end of page]

***** Oregon Spectator January 20, 1847

"Fort Vancouver, Dec. 4, 1847, Mr. George Abernethy, Dear Sir--A Frenchman from Walla Walla arrived at my place on last Saturday and informed me that he was on his way to Vancouver and wished me to assist in procuring him a canoe immediately. I was very inquisitive to know if there was any difficulty above. He said four Frenchmen had died recently and he wished to get others to occupy their places. I immediately got him a canoe and concluded to go down in company with him in order to get some medicine for the Indians as they were dying off with the measles and other diseases very fast. I was charged with indifference. They said we were killing in not giving them medicine, and I found if we were not exposing our lives we were our peace and consequently I set out for this place. This side of the Cascades I was made acquainted with the horrid massacre that took place at Waiilatpu last Monday. Horrid to relate! The Doctor and Mrs. Whitman, Mr. Rogers, Mr. Osborn, Mr. Saunders (a school teacher), the two orphan boys, viz. John and Francis together with all of the men at that place, numbering eleven in all. Some are living at the saw-mill which is situated about 20 miles from the Doctor's. A party set out for that place to dispatch them; also a party for Mr. Spaulding's to dispatch them, and they are not satisfied yet, but a party is said to have started for my place and doubtless has, if true, reached there before this time. Oh, had I known it when I was at home. I can neither sleep nor take any rest on the account of my family and those with them, viz. my wife and child, the Doctor's nephew, Doct. Saffarans, Mr. McKinney and wife. If I had ten men I could defend myself with perfect case by occupying the meeting house which is very roomy and close. You see my situation, as well as Mr. Spaulding's. I have perfect confidence in your doing all you can to get a party to come up and spend the winter here; likewise to go to the rescue of the women and children, and Mr. Spaulding is alive which I think is very doubtful.

Delay not a moment in sending a few men for my protection. A few moments may save our lives. I expect to leave to-morrow for home, and perhaps the first salutation will be a ball. My family is there and I must return if it costs my life. We are all in the hands of the merciful God. Why should we be alarmed? I will close by saying again send a small force immediately without the delay of one day. Farewell, Yours truly, ALANSON HINMAN"

On December 19 Peter Skene Ogden arrived at Fort Walla Walla with two batteaus loaded with trading goods. Runners were sent in all directions to the chief men of the tribes to be with him at the fort.

There were only two men in all Oregon who would dare to take so small a force far into the heart of the enemy country for such a parley. But Dr. McLoughlin, the great white headed eagle, was

not in charge at Fort Vancouver in 1847. Peter Skene Ogden stood next in the minds of the Indians. He was known and trusted the length of the land as the representative of the great Hudson's Bay company that had brought them wealth and security for so long.

With the care of long practice he stood before them in all the splendor and gold braid he could assemble. He spoke with sharp authority and the leaders sitting in a half circle before him felt the justice of his rebukes.

He states his desires simply. He wanted the survivors and was prepared to pay a suitable ransom. Each of the chieftains talked, and Ogden watched the sullen face of Five Crows closely.

At last the meeting was dismissed and the Indians rode homeward in dejected silence. Their wrath had been allowed to flare in one act of vicious hatred but they knew well it was futile to attempt to stem the tide.

Back at the mission Five Crows renewed his pleas to Lorinda to become his wife. He pointed out the advantages of position and prestige that would be hers as his wife. All of his proposals were met with only a negative shake of her head

Finally, Lorinda was returned to the mission where she rejoined the other captives for the trip to Oregon City and freedom.

***** Oregon Spectator Jan 20, 1847

"Fort Vancouver, Sat. 12h 40m. P.M. Geo. Abernethy, Esq. Governor, Sir--Mr. Ogden has this moment arrived with three boats from Walla Walla and I [? faded] to say that he has brought down all the women and children from Waiilatpu. Mr. and Mrs. Spaulding, and Mr. Stanley, the artist. Messrs. Walker and Eels were safe and well--they were not considered to be in danger. The reports of the later murders committed at Waiilatpu, are all absolutely without foundation--not a life having been lost there since the day of Dr. Whitman's death.

Mr. Ogden will visit the Falls on Monday and give you every information in his power respecting the Indians of the Interior. The Cayuse, Walla Walla, Nez Perces, and Yakanias are said to have entered into an alliance for mutual defense. In haste, Yours respectfully, JAMES DOUGLAS"

***** Oregon Spectator January 20, 1847

"Clear Water, Dec. 10th, 1847 Mr. McBean: My Dear Sir--Will you have the kindness to lend me four blankets? Give two of them to these men, one to each. The five you had the kindness to let me have, were among the goods plundered at Waiilatpu. Please to send also 10 shirts, 10 lb. tobacco, 12 scalpers and 20 awls. I am in great need of these things to pay for moving my property and family up the Valley, some 10 miles where the Nez Perces are camped. I reached home on foot, traveling six nights, suffering from hunger, cold and sore feet. Mr. Canfield escaped wounded and reached this place three days before me. There are here 5 Americans, 2 Frenchmen and my family, except by daughter, who is yet at Waiilatpu. Please let me know about the women and children and give other information. These people have pledged to protect me if we will do all we can to make peace, to prevent the Americans from coming up to avenge the late deaths. We have agreed to do so, and hope you will have the goodness to send to Governor Abernethy and request for sake of our lives, that they will keep quiet. Should the Americans come up I think would prove our ruin and involve the country in war. We beg you to keep quiet. The Nez Perces wish to have peace continued. Could Mr. Grant come to see us it would be a great relief.

May the God of peace protect us and stay the work of blood. Yours in love, H.H. Spalding"

***** Oregon Spectator Jan 20, 1848

"Oregon City, Oregon Thursday, Jan. 20, 1848 THE MASSACRE AT WAIILATPU After the extreme solicitude that has filled the public minds since intelligence of the horrible butchery at Waiilatpu for the survivors of the melancholy affair--those helpless women and children--it is with feelings of pain and pleasure that we announce their deliverance from captivity and safe arrival in our midst. The pleasure incident to their rescue from danger and captivity is [word faded] however, the painful intelligence that a portion of them have been subjected to further outrage and insult-- the basest--the deepest that can possibly be conceived, and from which our mind recoils with horror. In our career as a public journalist, for the last five years, we have never shrunk from our duty, in recording events howsoever painful and abhorrent to our feelings, but in this case our pen refuses--we dare not chronicle the terrible story of their wrongs.

Pity for the poor sufferers--for the grieviously injured; let there be, for them at least, an oblivion of the past; let human kindness assiduously strive to assuage the bitterness of the pang and again replune the spirit that has been crushed in the violation of its honor.

But for the barbarian murderers and violators; let them be pursued with unrelenting hatred and hostility, until their life blood has atoned for their infamous deeds; let them be hunted as beasts of prey; let their name and race be blotted from the face of the earth, and `the places that once knew them, know them no more forever'. Oh, how terrible should be the retribution. There are no mitigating circumstances. They knew the enormity of their conduct. Their unpardonable insult

was achieved with the coolest determination and the most unmistakable intention. They let the knife be bared and in throwing away the scabbard, let the cry be `[3 faded words] and the knife up to the hilt'.

Peter Skene Ogden, Esq. Chief Factor of the H.B.C., reached this place on Wednesday evening, accompanied by the survivors of the Massacre, whom his courageous energy and indefatigable efforts had delivered from fearful servitude. Thanks would seem but a trifling recompense for such distinguished service. To him we are indebted for our principle information and the various documents subjoined.

Mr. Ogden arrived at Walla Walla on the 19th of December last, having accomplished the journey from Fort Vancouver in ten days. Immediately upon his arrival at Fort Nez Perces, in the evening, and during the second day, he dispatched couriers to call a meeting of the Cayuse Chiefs; on the third day in the evening Two Chiefs arrived accompanied by about thirty men--Cayuses. The council assembled on the 23d ult., in which the several speeches were made, the substance of which will be found appended. The council continued until late at night and was concluded upon the savages agreeing to deliver up the captives within six days, on the promise of a ransom being paid for them. In the intermediate time speeches were made to the Nez Perces in regard to the surrender of Mr. Spaulding. During this space of time Mr. Ogden suffered considerable anxiety of mind, fearing from the various reports in circulation and constantly reaching the Fort, that the attempt had been fruitless and that the prisoners would not be restored.

On the evening of the 29th ult. a few of the principal men of the Cayuses arrived at the Fort, bringing with them the captives, who with some of their property, were conveyed in five wagons. Every preparation had been made to receive them so far as the limited means of the post would allow, and sure we are that the hospitalities extended on the occasion were the source of as much pleasure to the gentlemen of the Hudson's Bay Company as to the numerous recipients thereof. The day after the restoration, the promised ransom was paid and many speeches followed. A day or two thereafter brought Indian reports of the arrival of our troops at the Dalles, and the excitements consequent thereupon, among the Indians, was so great that Mr. Ogden assures us, that it was his firm conviction that had not the women and children been given up, they undoubtedly would all have been murdered. At the same time Mr. Ogden could make no downward movement in consequence of having pledged himself to await the arrival of Mr. Spalding and family who happily made their appearance on the ensuing Saturday evening, escorted by a formidable body of Nez Perces. The greater part of that night was passed in council with these Indians, and on the following morning the line of departure was taken up for Fort Vancouver, the safety of the party, and their arrival at which place, was first communicated by the subjoined letter from James Douglas, Esq. which was received on Sunday week and its gratifying contents imparted to the congregation of the Methodist church.

We have received considerable other information relative to this melancholy affair but so desultory in character that we hardly think it worth while at present to give it publication. One of the most horrible circumstances of the tragic event is, that of the two men who were prostrated by sickness at the time of the massacre, and nine days afterward dragged from their beds, killed and mangled in the most shocking manner. This shows plainly that there had been no reaction of feeling after the first massacre--nothing like regret for what had been done. There will be many

painfully interesting incidents, doubtless, hereafter to be told of this terrible tragedy--of intense suffering and hair breadth escapes--but the force of circumstances will prevent us from telling them; may they find a more efficient chronicler. We cannot close however, without alluding to the surprising escape of our friend Mr. Stanley, the Artist, who was returning from the mission of Walker and Eels, and on the day of the massacre encamped on Snake River. Two days after the sad event he reached, within less than two miles of Waiilatpu, before he was apprised of it, when he took the trail to the Fort, where he arrived in safety-- having encountered in his unarmed condition, but one of the murderous villains, who, by ready stratagem he succeeded in getting rid of. Messrs. Walker and Eels, whose Mission is situated in the `Spokan' country, it is thought are not in danger in the event of it however, they will, of course, fall back, up on Fort Colville, the nearest place of safety. It is intended we understand, to discontinue the Catholic mission among the Cayuses, for the present."

***** Oregon Spectator January 20, 1848

"Clear Water, Dec. 10, 1847, To the Bishop of Walla Walla, or either of the Catholic Priests,

Reverend and Dear Friend, this hasty note may inform you that I am yet alive, through the astonishing mercy of God, the hand of our merciful God brought me to my family, after 6 days and nights from the time my dear friend furnished me with provisions and I escaped from the Indians. My daughter is yet a captive I fear, but in the hands of our kind heavenly father--two Indians have gone for her.

My object in writing principally is to give information through you to the Cayuse, that it is our wish to have peace, that we do not wish Americans to come from below to avenge the wrong; we hope the Cayuse and Americans will be on friendly terms, that Americans will no more come into their country, unless they wish it. As soon as these men return, I hope if alive to send them to the Governor, to prevent Americans coming up to molest the Cayuse for what is done.

I know that you will do all in your power for the relief of the captive women and children at Waiilatpu, that you will spare no pains to appease and quiet the Indians.--There are 5 Americans here, my wife and three children, one young woman and two Frenchmen. We cannot leave the country without help. Our hope, under God, is in your hands and the hands of the H.H.B. Co. Can help come from that source? Please let this be known to the H.H.B. Co. Ask their advice and let me know. I am certain that should Americans attempt to come, it would be likely to prove the ruin of us all in this upper country, and would involve the country. God grant that they will not attempt--At this moment I have obtained permission of the Indians to write more, but have but a moment. Please send this or copy to Governor Abernethy. The Nez Perces held a meeting yesterday; they pledged to protect us from the Cayuse if we would prevent the Americans from coming up to avenge the murders. This we have pledged to do, and for this we beg for the sake of our lives at this place and at Mr. Walkers. By all means keep quiet; send no war report, send nothing but proposals of peace. They say they have buried the death of the Walla Walla Chief's son killed in California? They wish us to bury this offence. I hope to write soon direct to Gov. Abernethy, but as yet the Indians are not willing, but are willing that I should send these hints

through you. I hope you will send by all means and with all speed, to keep quiet in Willamette. Could Mr. Grant come this way, it would be a great favour to us and do good to the Indians--I just learn that these Indians wish us to remain in the country as hostages of peace--They wish the communication for Americans to be kept open. We are willing to remain so if peace can be secured. It does not seem safe for us to attempt to leave the country in any way at present. May the God of heaven protect us and finally bring peace. These two men go to make peace, and when they return if successful with the Cayuse they will to Willamette.

We have learned that one man escaped to Walla Walla, was crossed over the river and went below, he would naturally suppose that all were killed; besides myself, another white man escaped wounded, and reached my house 3 days before I did. Late Indian report says that no women except Mrs. Whitman or children killed, but all are in captivity. This people, if the Cayuse will consent, will bring them all to this place--I traveled only nights and hid myself days, most of the way on foot as my horse escaped from me--suffered some from cold, hunger and sore feet, had no shoes as I threw my boots away not being able to wear them, also left blanket, God in mercy brought me here. From the white men who escaped and from Indians we learn that an Indian from the States who was in the employ of Dr. Whitman, was at the head of the bloody affair, helped demolish the windows and take the property. We think the Cayuse have been urged on to do the dreadful deed. God in mercy forgive them for they know not what they do.

Perhaps these men can bring horses and things. Please give all the particulars you have been able to learn and what news have gone below. How do the women and children fare? How extensive is the war? In giving this information and by sending this letter below to Governor Abernethy you will oblige your afflicted friend.

I would write directly to the Governor, but the Indians wish me to rest till they return.

Yours in affliction and with best wishes, H.H. SPALDING"

***** Oregon Spectator January 20, 1848

"Fort Nez Perces, Dec 23, 1847 Rev. Mr. Spalding,

Dear Sir--I have assembled all the chiefs and addressed them in regard to the helpless situation of yourself and the rest at Waiilatpu, and I have got them to consent to deliver them all to me: Yourself and those with you, save the two Canadians who are safe enough among the Indians. And have now to advice you to lose no time in joining me, at the same time bear in mind sir, you have no promise to make them or payments to make; once more use all the diligence possible to overtake us.

Yours truly, P.S. OGDEN"

***** Oregon Spectator January 20, 1848 "Clear Water, Dec. 25, 1847 To Peter Ogden, Esq.

My Dear Sir, your kind favour of 26 inst. came to hand this evening, it gives us great joy to learn that you are about to rescue the captives at Waiilatpu, may the Lord enable you to land them safe at Vancouver. This people are unwilling that I should leave their country and I have promised to return and live with them provided the melancholy affair at Waiilatpu can be settled and the Nez Perces continue friendly to the whites and keep their hands clean from blood and plunder.

I shall make all expedition to collect my horses, pack up and be off, God willing I hope to be at Walla Walla next Saturday, Mr. Craig and two Frenchmen stop in the country, our company therefore will consist of Mrs. Spalding and myself and three children, Miss Johnson, Messrs. Hart, Jackson and Canfield.

I hope our little daughter has recovered her health and that through the interposing mercy of God we shall yet meet in the land of the living. Should you find it to be your duty to leave before we can come I desire that she may remain at the fort.

Your obedient servant, H.H. SPALDING

P.S. I have just learned from the two who returned that the Cayuse have resolved should they learn that the Americans purpose to come up to arrange the death of those who have been massacred, that they will immediately fall upon myself and family and the other Americans in the country and kill all. If it is possible for you to delay till we arrive, it may be the means of saving our lives. Should you leave before, they may feel no restraint. Moreover if a few of your men come and meet us we should deem it a great favour and it would be great protection. We throw ourselves upon your good judgment.

May the God of peace protect and deliver us all in safety at your fort.

Your very truly, H.H. SPALDING"

***** Oregon Spectator January 20, 1848

"Fort Nez Perces, Dec. 31, 1847 Rev. E. Walker, My dear sir, Mr. Stanley has promised to give you a recital of the melancholy massacre of the worthy Doctor and his wife and nearly all the inmates of the mission.

On receiving this account at Vancouver, and that many unfortunate individuals were still remaining--the following day I started with 16 men and reached this place on the 12th. inst. and

since that period have been employed in rescuing the captives and have succeeded in securing all that were taken prisoners, and shall now take my departure tomorrow for Vancouver in effecting this humane object, I have endured many an anxious hour and for the last two nights have not closed my eyes, but thanks to the Almighty I have succeeded. During the captivity of the prisoners they have suffered every indignity, but fortunately were well provided with food. I have been enabled to effect my object without compromising myself or others, and it now remains with the American Government to take what measures they deem most beneficial to restore tranquility to this part of the country, and this I apprehend cannot be finally effected without blood being made to flow freely.--So as not to compromise either party, I have made a heavy sacrifice of goods; but these indeed are of trifling value compared to the unfortunate beings I have rescued from the hands of these murderous wretches and I feel truly happy, let this suffice for the present.

On my arrival at the Dalles, Mr. Hindmans mission, the previous day, had been plundered of four horses in open day and in the presence of all the inmates of the mission, and on consulting me on the property, I advised him to move, leaving a trusty Indian on whom he could rely, and who speaks the English language, to remain in charge of the establishment, and he would have started the same day I left it. I trust this arrangement will meet your approbation, under existing circumstances could not conscientiously give any other.

Yours truly, P.S. OGDEN"

***** Oregon Spectator January 20, 1848

"MR. OGDEN'S ADDRESS: To the most influential chief's in behalf of the American families, kept as hostages and prisoners by them. I regret to observe that all the chiefs I asked for are not present, two being absent. I expect the words I am about addressing you will be repeated to them, and your young men on your return to your camp.

It is now thirty years we have been among you; during this long period we have never had an instance of blood being spilt until the inhuman massacre which has so recently taken place. We are traders and a different nation to the Americans; but recollect we supply you with ammunition not to kill the Americans. They are of the same colour as ourselves, speak the same language, children of the same God--and humanity makes our hearts bleed, when we behold you using them so cruelly! Besides this revolting butchery, have not the Indians pillaged, ill-treated the Americans and insulted their women when peaceably making their way to the Willamette? As chiefs, ought you to have connived at such conduct on the part of your young men? Was it not rather your duty to use your influence to prevent it? You tell me the young men committed these deeds without your knowledge. Why do we call you Chiefs? If you have no control over your young men, if you allow them to govern you; you are a set of Hermaphrodites, and unworthy of the appellation of men of Chiefs. You young hot-headed men, I know that you pride yourselves upon your bravery and think no one can match you. Do not deceive yourselves. If you get the

Americans to commence once, you will repent it, and war will not end until every man of you is cut off from the face of the earth.

I am aware that a good many of your friends and relations have died through sickness--the Indians of other places have shared the same fate. It is not Doctor Whitman that has poisoned them; but God has commanded they should die. We are weak mortals and must submit, and trust you will avail yourselves of the opportunity and in so doing it may prove advantageous to you but at the same time remember you alone will be responsible for the consequences. It is merely advice I give you. I hold forth no promise should war be declared against you. We have nothing to do with it. I have not come here to make you promises or hold out your quarrels. We remain neutral. On my return if you wish it I shall do all I can for you, but I do not promise you, to prevent war. If you deliver me up all the prisoners I shall pay you for them on their being delivered; but let it not be said among you afterwards that I deceived you. I and Mr. Douglas represent the Company, but I tell you once more we promise you nothing.--We sympathize with these poor people and wish to return them to their friends and relations by paying you for them. My requests in behalf of the families concerns you, so decide for the best."

***** "THE YOUNG CHIEF'S (Tawatoe) REPLY I rise to thank you for your good words. You white Chiefs command obedience with those that have to do with you. It is not so with us. Our young men are strong headed and foolish. Formerly we had experience, good chiefs, these are laid in the dust.--The descendants of my Father, are the only good Chiefs. Though we made war with other Tribes yet we always looked and ever will look upon the whites as our brothers.--Our blood is mixed with yours. My heart bleeds for the deaths of so many good Chiefs I have known. For the demand made by you the old Chief Teloquoit is here, speak to him; as regards myself I am willing to give the families up."

***** "TELEQUOIT'S REPLY I have listed to your words. Young men do not forget them. As for war, we have seen little of it, but our fathers know something of it. We know the whites to be our best friends who have all along prevented us killing one another, that is the reason why we avoid getting into a war with them, and why we do not wish to be separated from them. Besides the tie of blood, the whites have shown us a convincing proof of their attachment to us by burying their dead along side of ours. Chief! your words are weighty--Your hairs are gray! We have known you a long time. You have had an unpleasant trip to this place. I cannot therefore keep these families back, I make them over to you, which I would not do to another younger than yourself."

***** "SERPANT JAUNES' REPLY I have nothing to say: I know the Americans to be changeable, still I am of the same opinion as the young chief the whites are our friends and we follow you advice; I consent to your taking the families.

Mr. Ogden here addressed two Nez Perce Chiefs in behalf of Rev. Mr. Spalding and party; that they should be delivered to him on being paid, and spoke to them at length; the result was that

both Chiefs (James and Himinilpile) promised to bring them provided they were willing to come and immediately started to effect the same having a letter from Mr. Ogden to Rev. Mr. Spalding."

***** Oregon Spectator January 20, 1848

"(TRANSLATION) To His Excellency, George Abernethy, Governor of Oregon Territory.

Please to your Excellency,--The Cayuses, in a moment of despair, have committed acts of atrocity, which without doubt, you must have learned already, and which I am certain must have grieved you as much as it has afflicted me.

They have massacred Dr. Whitman, his wife and the Americans who lived with him.

Mr. Brouillet, vicar general of this Mission, who went to Waiilatpu, arrived there on Tuesday evening, and therefore the first time heard the painful intelligence. On Wednesday he had the dead bodies clothed and buried, and before starting demanded of the Indians not to harm the women and children, whose fate had not been decided. But he could obtain no assurance that this demand would be complied with, as the chiefs were not present. After his arrival here, and, as soon as I had been informed of what had happened, I instantly sent for the two chiefs, whose lodges are near my house.

After having made known to them, without delay, how much I was grieved in consequence of the commission of such an atrocious act, I told them that I hoped the women and children would be spared until they could be sent to the Willamette.

They answered,--We pity them, they shall not be harmed,--they shall be taken care of as before.--

I have since had the consolation to learn that they have been true to their word and that they have taken care of these poor people.

A few days afterwards, I do not know under what pretext, two other Americans who were sick, were also massacred.

On the arrival of the Chiefs Sahaptin, Trumilpilp and Sepianahtkeit (Nez Perces), I was enabled to make new efforts to save not only the women and children, but also the Rev. Mr. Spalding, his family and the Americans at his station. After an interview with the chiefs separately, I succeeded in gathering them in council, which was held yesterday, and lasted four hours and a half, which accompanies the present will show you the result. It is sufficient to state that all these speeches went to show that since they had been instructed by the whites they abhorred war, and that the tragedy of the 29th had occurred from an anxious desire for self preservation--and, it was the reports made against the Doctor and others which led them to commit this act. They desire to have the past forgotten, and to live in peace, as before.

You excellency has to judge of the value of the document which I have been requested to forward to you nevertheless, without having the least intention to influence one way or the other. I feel myself obliged to tell you that by going to war with the Cayuses, you will undoubtedly have all the Indians of this country against you. Would it be the interest of a young colony to expose herself? But that you will have to decide with your council.

Mr. Spalding's letter, which I have the honor to forward to you, merits consideration.

Receive the assurance of the high consideration with which I am You Excellancy's Very humble and most ob't serv't Aug. Mage. AEX BLANCHET Bishop of Walla Walla Youmatilla, 21st. Dec. 1847

***** "(TRANSLATION) The principal Chiefs of the Cayuses in Council assembled, decided:--

That a young Indian who understands English and slept in Dr. Whitman's room heard the Doctor, his wife and Mr. Spalding express their desire of possessing the Indians lands and their animals.

He also states that Mr. Spalding had said to the Doctor: "Hurry give medicines to the Indians, that they may soon die."

That the same Indian told the Cayuses, if you do not kill the Doctor soon you will all be dead before spring.

That they buried six Cayuses on the following Sunday the 28th of November, and three the next day.

That the Schoolmaster, Mr. Rodgers, stated to them before he died that the Doctor, his wife and Mr. Spalding poisoned the Indians.

That for several years past they had to deplore the death of their children and that they according to these reports, were led to believe, that the whites had undertaken to kill them all.

That these are the motives, which made them to kill the Americans.

The same Chiefs ask at present: 1st. That the Americans may not to war with the Cayuses. 2d. That they may forget the lately committed murders, as the Cayuses will forget the murder of the Son of the great Chief of Wallawalla, committed in California. 3d. That two or three great men may come up to conclude peace. 4th. That as soon as these great men have arrived and concluded peace, they may take with them all the women and children.

5th. They give assurance that they will not harm the Americans before the arrival of these three great men. 6th. They ask, that the Americans may not travel any more through their country as their young men might do them harm.

Place of Tawatoe, Youmatilla 20th Dec. 1847

Names of the Chiefs: TILOKATE, CAMASPALO, TAWATOE, ACHEKAIA

Signed, L.P. Rosseau, D and G. Leclaire, S.D., witnesses

True copy, L.P.G. Rosseau, Missionary.

*****

Whitman Massacre--The Trial

The prisoners were established on an island at the Falls of the Willamette. The island was connected to the shore by a wooden bridge which was under constant guard by soldiers.

A jury of 38 citizens was chosen. United States District Attorney, Armory Holbrook, was prosecutor. Defense attorneys were Kintzing Pritchette, territorial secretary; Capt. Thomas Clairborne Jr. of the rifle regiment; and R.B. Reynolds, paymaster.

The presiding judge was O.C. Pratt.

May 22, 1850 the trial opened.

Note: transcript of trial to be added soon June 3, 1850 the defendants were found guilty.

Father Veynet, Catholic Priest accompanied the convicted men to the scaffold where they were hanged.

Lesson 8: GIS Manifest Destiny Small Group Activities Note: These activities are suited for advanced students or students with computer experience or prior GIS software experience. Objective: To provide students with an opportunity to use GIS and spatial datasets in exploring the idea of Manifest Destiny and the routes used to settle the West. Materials: ArcView Manifest Destiny Project with Student Instructions. Procedure: Manifest Destiny Project This lesson was adapted from the Manifest Destiny Project located at ESRI’s K-12 lesson plan site (http://gis.esri.com/industries/education/arclessons/arclessons.cfm). Objective: Students will gain familiarity and practice in the uses of GIS in Social Studies classes, specifically learning about the origins of each of the fifty states that make up the United States of America. Upon completion of this lesson, the student will (1) be able to create GIS maps and layouts showing information about the way states entered the union, (2) gain experience using Arcview GIS software, and (3) participate in a innovative historical GIS activity. Materials:

1. Arcview 3.3 GIS Software with the Manifest Destiny ArcView Project 2. Manifest Destiny Student Instructions and Answer Sheet

Successful completion of the Manifest Destiny project requires students with an ability to independently follow detailed instructions or less able students paired with more advanced students. Students will be able to print out a map layout of an acquisition of choice that illustrates how this group of states entered the Union. Students will require teacher assistance in saving their project/map layouts to an appropriate folder on the computer.

MANIFEST DESTINY: AN HISTORICAL GIS LESSON ON THE EXPANSION OF THE

UNITED STATES

In this lesson you will learn how to use GIS (Geographical Information Systems) to learn about the process of American territorial expansion. Known at the time as Manifest Destiny, the United States expanded from the original 13 states to its present 50 states in many different ways including war, annexation and purchase. Some of the Arcview GIS skills you will learn are how to classify ArcView map “views,” how to “hotlink” pictures to your map view, and how to make a map layout to print.

STUDENT INSTRUCTIONS To Launch ArcView and Open the Manifest Destiny Project: 1. Click on the “Start” menu at the bottom left corner. Click on “Programs” then click on “ESRI.” Click on the “ArcView GIS 3.3” folder. Finally, click on the “ArcView GIS 3.3” program. 2. A box that says “Welcome to ArcView GIS” should appear once the program launches. Click on the button for “Open an existing project.” Navigate to the C: drive (double-click on the c:\ in the middle box). Navigate to the folder where the project called “manifest destiny.apr” is located. Double-click on the APR file (you should see it in the left box). What you should see is a map view of the United States with the States Abbreviations.

This is the MAP

This area is the LEGEND

This checkmark means that the THEME “States” is ON (it is drawing in the MAP

THE DATA BEHIND THE MAP: THEME TABLES What you see on the MAP VIEW is a “picture” of the THEME (States). There is much more information that is attached to that picture in what is called the THEME TABLE. You can

access the Theme Table by clicking on this icon . Click on the Open Theme Table icon. What you see open up is a table much like those you may have worked with in Excel or another spreadsheet program. This is all the data (or information) that is attached to the States Theme in the Map View. SORTING THE TABLE You can quickly find answers to questions about the States by sorting any one of the columns (ex. You want to find out what year Alaska was admitted into the Union). Click on the column header that says “State_name” so that it is gray. Then click on the “Sort Ascending” button. This will sort the State Name column alphabetically. Now you can scroll up and down the right side to find the State you are interested in. Can you see the year that Alaska was admitted (Hint: Find the row in the spreadsheet that has the information for Alaska and look in the column that says Statehood)?

THE DATA DICTIONARY Just like a word dictionary, the DATA DICTIONARY tells us what all this data means. The State Data Theme’s Data Dictionary is listed below. You can use this data dictionary to find out what all the “codes” mean that you see inside the “cells” of the spreadsheet (ex. LP = the Louisiana Purchase). We can use this data to answer all sorts of questions about how the states were acquired and when they were admitted into the United States.

Use the State’s Theme Table and the Data Dictionary below to answer the first 3 questions on your student worksheet.

STATES DATA DICTIONARY ORIGIN = The manner/instrument in which the state was acquired.

• AOT = Adams Onis Treaty • ANX = Annexation • CW = Civil War • JO = Joint Occupation (Great Britain/USA) • LP = Louisiana Purchase • MC = Mexican Cession • MOCOMP = Missouri Compromise • O13 = Original 13 States • PUR = Purchase • TP = Treaty of Paris 1783 (Territories that entered the United States right after the

Revolution and later became States) ACQUIRED = A generalized category of how the states were acquired.

• Treaty • Purchase • War • Annexation

STATEHOOD = The year when the State was admitted into the United States. ORDER = The order in which the State was admitted (from 1-50). 1 equals the first state admitted into the Union and 50 equals the last state admitted into the Union. CLASSIFICATION We can also use the theme’s data to CLASSIFY our map to help display different kinds of information. In this section you will be classifying the map by the ORIGIN field so that the map will show which states were acquired by what method. Close the THEME TABLE by clicking on <File> on the menu bar then <Close>. Double-click on the “States” theme in the Map Legend to open up the LEGEND EDITOR. This window is used for all sorts of operations, but we will be using it to CLASSIFY our map to show the different ORIGIN categories (ex. Louisiana Purchase, Mexican Cession, etc.). Follow the instructions below.

CHANGING COLORS Double-click on the first symbol (the colored square in the left hand column of the Legend Editor) to access the SYMBOL PALETTE. This is where you can change the color of your different categories.

Use the Classified Map View to answer the next 2 questions on your Answer Sheet.

STEP 1: Click on this arrow to get a drop-down box. Select “Unique Value”.

STEP 2: Click on this arrow to get a drop-down box. Select ORIGIN (this is the column that we want to classify). STEP 3: Then click on APPLY in the lower right corner.

Now your map is color-coded to group the states together and show how they were acquired. If you want to change the color scheme follow the directions below.

Click on the Paintbrush to access the COLOR PALETTE. Choose any one of the colors (you can scroll down to see more choices). Double-click on the next symbol in the LEGEND EDITOR and choose a different color. Continue until you have the color scheme that you want for all the categories. Hint: Each category should have a unique color so that you can easily see on the map which states belong to which category.

HOTLINKING: Connecting to more maps and pictures…

Use the Hotlink button to answer the next 3 questions on your Answer Sheet.

The HOTLINK button can be used to access more maps or pictures with just a point and click. There are more MAP VIEWS in this project that break up the states into their ORIGIN category (Ex. All the states that make up the Louisiana Purchase are made into one map view). Click on the HOTLINK icon. Then click on the state of Oregon in the Map View. A new map pops up that shows the Origin of the state of Oregon (Joint Occupation) and what other states were acquired by the same method (Washington and Idaho). NOTE: Joint Occupation means that Oregon, Washington and Idaho were jointly occupied by Great Britain and the USA at the same time and the boundaries were mutually agreed upon.

Close this hotlinked window by clicking on this “X”.

ADDING GRAPHICS: State Flags LOOK AT THE USA STATES MAP VIEW AND CHOOSE WHICH ORIGIN CATEGORY (Louisiana Purchase, Mexican Cessation, Joint Occupation, etc.) YOU WANT TO MAKE A MAP LAYOUT TO PRINT OUT. You will be placing the State Maps onto this Map View. In the next section you will learn how to make the Map Layout. For this example we will be using the JOINT OCCUPATION (JP) map that includes the states of Oregon, Washington and Idaho.

You will need to convert a point on your map to its state flag. This gets a little complicated as there are a lot of steps. So, be sure to follow the directions closely. You’ll need to repeat these steps for each flag that you want to place on the map.

Click on <Window> on the menu bar. Then click on #1 Manifest Destiny.apr.

This will open up the PROJECT WINDOW. This window shows all the different MAP VIEWS that are available in this project. You have already accessed some of these map views with the Hotlink button. Refer to the DATA DICTIONARY to see what the codes mean (Ex. LP = Louisiana Purchase). The instructions for placing the State Flags onto the maps will use the JO (Joint Occupation) Map View. You can choose another view. Double-Click on the Map View of your choice.

Click on the POINT GRAPHIC TOOL. Then click on one of the states in the place where you want the state flag to draw. This will draw a point on your map view.

Click on <Window> on the menu bar then on <Show Symbol Window>. This will bring up the MARKER PALETTE. This window should look familiar from when you changed the colors on your USA States Map View.

Click on the Palette Manager symbol . Then, in the “Type” drop-down box, select “Marker.”

If you accidentally place points or flags where you don’t want them, here’s how to delete.

Click on the IMPORT button (at the bottom). This will bring up a LOAD ICON window. In the middle box, double-click on the State Flags folder. Then scroll up/down on the left-hand box to find the state flag file. Double-Click on the state flag file that you want to insert. For this example we will be inserting the flag for Oregon. You will return to the Palette Window.

Click on the MARKER ICON (it looks like a pushpin). This is the Palette for POINTS. Scroll down to the bottom in the middle window. There you should find the State Flag (for Oregon in this example) that you imported in the last step. Double-click on the Flag and the point on your Map View will change to this graphic. Use the SIZE drop-down box to make the flag bigger or smaller. Follow this same procedure to place other state flags on your map view.

This is your POINTER TOOL. Click on this icon then click on the point or flag that you want to delete. Black squares will appear around the graphic. This means that it is SELECTED. You can then use your DELETE key on the keyboard to delete the graphic.

MAKING MAP LAYOUTS

Click on <View> on the menu bar then click on <Layout> in the middle of the drop-down list. This will bring up the Template Manager. Choose a Map Layout style from the choices in the list. Then click OK.

This is the TEXT TOOL. Click on it to select then click on the map where you want to add text. Add your name and the date in the bottom right corner.

This is the POINTER TOOL. Use it to SELECT something on your map if you want to delete it. For example, you can select and delete the title that automatically gets placed on your layout. Then you can use the TEXT TOOL to make a more appropriate title.

HINT: When a graphic is SELECTED (it has the black boxes around it) you can also move and resize it by using your cursor to click, hold and drag the graphic to a different place or click, hold and stretch it to make it bigger. Ask your teacher to show you how to do this. PRINTING YOUR MAP And, finally, print out your Map Layout and staple it to your Answer Sheet.

SAVING YOUR ARCVIEW PROJECT

Click on <File> on the menu bar. Then click on <Print>. You will need to make sure that the Printer is set correctly. Ask you teacher if you are unsure. Click on OK to send your layout to the printer.

Click on <File> on the menu bar then click on <Save Project As…>. In the Save Project As window, type your name in the File Name box then click on OK.

Name_________________________________________________________________________

MANIFEST DESTINY ANSWER SHEET Use the State Data Theme Table and the Data Dictionary to answer the following questions: 1. What year was Oregon admitted into the United States? (Hint: Sort the data table by the

State Name and scroll down until you see Oregon. Look for the answer in the STATEHOOD column.)

2. How was most of the land in the United States acquired (annexation, purchase, treaty or

war)? (Hint: Sort the data table by the ACQUIRE column and scroll up and down until you can see which of the answers is the most plentiful.)

3. Which State was the first to be admitted into the United States? Which was the last? (Can

you figure out which column to sort to find out this answer?). ______________________________________________________________________________ Use your Classified Map View to answer the following questions: 1. Which of the ORIGIN categories (Ex. TP, MC, etc.) was used to acquire the most land area?

(Hint: Look at the map and try to guess which category has the most AREA.) 2. Describe how Florida, West Virginia and Maine are different from other large territories that

later became individual states? ______________________________________________________________________________

Use the HOTLINK button to answer the following questions: 1. List the states that were acquired by the Louisiana Purchase (LP)? How many are there?

(Hint: Find the color that represents the Louisiana Purchase and with the hotlink button active, click on one of the states that has the same color.)

2. List the states that were acquired by the Mexican Cession (MC)? How many are there? 3. Which States made up the Original 13 States (O13)? How many are there?

______________________________________________________________________________ STATE FLAGS Visit the website http://www.50states.com to get more information about the state flags. Choose one of the state flags that you are going to place on your map layout. Draw a sketch of the flag below and briefly describe the symbols on the flag.

Lesson 9: Additional Small Group Activities Objective: A few additional ideas for activity tables. Materials: Music of the Texan-Mexican Borderlands Video, Procedure: Have students watch the video, Music of the Texan-Mexican Borderlands, and write a short essay. Using data from the website 50states.com, students with learning and language challenges may choose to draw and illustrate a U.S. State map (focusing on one or more of the Western states), filling in the major features of those states that impeded settlement progress (e.g. mountains, rivers, etc.) as well as the state’s features that encouraged settlement (e.g. good farmland, gold, etc.). Lesson 10: Project Presentations and Sharing (2-3 days) Objective: To provide opportunities for students to share their research and the products from their small group activities with the entire class. To allow for synthesis and closure to this unit on Westward Expansion. Materials: None Procedure: In the days preceding, arrange a schedule for individual and/or group presentations to share research and projects. Any written work should also be turned in at this time. Allow ample time for students to present and share their work, allowing time for comments, questions and compliments. Large classes may require group presentations rather than individual student presentations. Both students and the teacher should fill out a Presentation and Oral Report evaluation form. Closure: Congratulate the class on their hard work during this unit. Have each student fill out an “Exit Slip” on which he/she should write 3 things that represent different perspectives on the settling of the West.

ASSESSMENT: The Portland Public Schools is undergoing a transition from a grades-based report card, to a standards-based evaluation. This change will incorporate a student’s ability to achieve credit for both academic effort as well as being present, on time, with proper materials, on task, and fulfilling his or her best capabilities. At the time of this writing, assessment will be based on a CIM benchmark scoring guide of 1-6 with the words “EXCEEDS” being equivalent to a score of 5 or 6 (80-100% proficiency); “MEETS” being equivalent to a score of 4 (70-79% proficiency); and “DIDN’T” being equivalent to a score of 3 or below (less than 69% proficiency). RESOURCES: Adams, Ansel. 2001. The Southwest: A Postcard Folio Book. Boston: Little, Brown & Company. America’s Westward Expansion. 1996. Madison, WI: Knowledge Unlimited, Inc. This

education resource can be purchased at the Knowledge Unlimited website (http://thekustore.com/kucatalog.cgi/) – Click on the Social Studies link and use the search engine. Cost $59.95.

Well before the United States became a nation, European settlers in North America were restlessly moving West. But beginning in 1805, with the explorations of Lewis and Clark, America's expansion to the West became relentless. Why would thousands of men, women, and children want to leave the relative safety and comfort of the East to face an uncertain future in the harsh and "unsettled" West? And what impact did this exodus have on the people who already inhabited the region: the Native Americans? This highly acclaimed program takes a close look at some of the key events that spurred America's westward expansion, including the impacts of the Louisiana Purchase and Lewis and Clark's expedition. It also addresses the conflict generated by this expansion between the new settlers and the Native Americans. And it covers the settlement of Texas, the Oregon Trail and settlements of the Northwest, and the Mexican War. Teacher's guide includes script, learning objectives, reproducible activities, and bibliography. 1996, Color, 30 min., Grades 5 and up, Includes teacher's guide, Cost $59.95.

Applegate, Shannon. 1994. Talking on Paper: An Anthology of Oregon Letters and Diaries.

Corvallis, OR: Oregon State University Press. (Part of the Oregon Literature Series) Atkin, S. Beth. 1993. Voices from the Fields. Boston: Little, Brown & Company. Atlas of Oregon. 2002. CD-ROM. Eugene, OR: University of Oregon Press. Softcover Atlas

may ay be purchased from Powells ($45.00). The CD is available at the University of Oregon Press (http://www.uobookstore.com/ ) at a special education discount ($5.00 – regularly $49.95).

Butrille, Susan. 1995. Women’s Voices from the Western Frontier. Tamarack Books Inc.

This Butrille book gives voice to the women of many western frontiers through these journals, stories, songs, and recipes -- moments of everyday, punctuated by a Pueblo woman's corn-grinding song, a Hispanic wedding feast, "sporting" women, carnival woman, Indian women, and "uppity" women.

Chicana. 2002. Video (VHS). New York: Women Make Movies. Creating America. 2002. Evanston, IL: McDougal Littell Inc. Curtis, Edward S. 1999. Native American Women. San Fransisco, CA: Pomegranate. Expansionism. 1996. Video (VHS). Bala Cynwood, PA: Schlessinger Video Productions. Gray, Dorothy. 1998. Women of the West. Lincoln, NE: University of Nebraska Press

The independent-minded western woman was often eclipsed in popular literature by sensations like Calamity Jane and Belle Star. Dorothy Gray looks at the actual lives of women who made their own way out west. Some of the portraits include the black freedom fighter Biddy Mason; Donaldina Cameron, scourge of the Chinese slave trade, as well as Susette "Bright Eyes" La Flesche, the first Indian woman to become a political advocate for her race.

Hodge, Gene Meany. 1977. Four Winds: Poems From Indian Rituals. Santa Fe, NM: Sunstone

Press. Hudson, Linda S. 2001. Mistress of the Manifest Destiny. Austin, TX: Texas State Historical

Association. Kolodny, Annette. 1984. The Land Before Her: Fantasy and Experience of the American

Frontiers, 1630-1860. Chapel Hill, NC: The University of North Carolina Press. Kovacs, Edna. 1994. Writing Across Cultures. Portland, OR: Blue Heron Publishing, Inc. Kovacs, Edna. 2001. Writing With Multiple Intelligences. Portland, OR: Blue Heron

Publishing, Inc. McWilliams, Carey. 1949. North From Mexico. New York: J.P., Lippincott Company. Music of the Texas-Mexican Borderlands. Video (VHS). 1994. Shanachie Entertainment Corp. Peavy, Linda and Ursula Smith. 1994. Women in Waiting in the Westward Movement. Norman,

OK: University of Oklahoma Press. The Portland Project. CD-ROM. Oregon Historical Society. Sigerman, Harriet. 1997. Land of Many Hands: Women in the American West. New York:

Oxford University Press. Stegner, Page. 2002. Winning the Wild West. New York: The Free Press. Sunoo, Sonia S. 1978. Korean Women Pioneers of the Pacific Northwest. Oregon Historical

Quarterly 79(Spring 1978): 51-63. The Spanish West. 1976. Time Life Books. (#16 in the Time Life Old West Series)

Websites: The Montana Heritage Project. www.edheritage.org.

The Montana Heritage Project is dedicated to teaching young people to think clearly and deeply about the world they face. Students are asked to explore their community – its place in national and world events, its relationship to the natural environment, and its cultural heritage as expressed in traditions and celebrations, literature and arts, economic practices, responses to crises, and everyday life. Students use the ALERT process to form research questions, gather evidence, and reflect critically upon what they find. Teachers employ the 5 Steps toward education-centered communities to link school improvement to community revitalization.

History Buff.com. www.historybuff.com.

This site concentrates mainly on how newspapers covered major, and not so major, events in American history. Materials here include transcripts of newspaper coverage of events important to American history, articles about how the news made it to the press, and how they covered the events, as well as an online newspaper archive where original newspapers can be read full-size. A special section is devoted to collectors of old and historic newspapers.

The USGenWeb Census Project. www.rootsweb.com/~cenfiles/.

The USGenWeb Census Project is an all-volunteer project to transcribe census records in a standard format in order to make them available to genealogical researchers on the Internet.

Historical US Census. http://fisher.lib.virginia.edu/collections/stats/histcensus/. U of Virginia

Library. The data presented here describe the population and economy of U.S. states and counties from 1790 to 1960. The available data differ somewhat from decade to decade, according to what was collected in the census and the items chosen for transcription to electronic form. For the early decades, most of the enumerated items are included. For later decades, only a portion of characteristics have been transcribed. No information is available below the county level, and only states are included (no information on western territories before statehood, or for the District of Columbia).

Oregon Historical Society at http://www.ohs.org. Archived photographs and primary source documents. Whitman Massacre at http://www.oregonpioneers.com/whitman.htm. GIS DATA: Manifest Destiny ArcView Project (adapted from ESRI)