Washington State History through primary
sources.
Examining primary sources gives students a powerful sense of
history and of the complexity of the past. Helping students analyze
primary sources can also guide them toward higher-order thinking and
analysis skills. It also aids in the growth of their reading comprehension.
(Students read and interpret a variety of informational texts and
documents.) Helping students relate to history and the significance it has
on their community and region.
What is a Primary source?
A primary source is a document or physical object which was written or
created during the time under study. These sources were present during
an experience or time period and offer an inside view of a particular
event. Some types of primary sources include:
Personal papers, letters, notes, oral accounts, maps, diaries, documents,
paintings, carvings, artifacts, census records, receipts, weapons,
recordings, and many more.
What is a Secondary source?
A secondary source interprets and analyzes primary sources. These
sources are one or more steps removed from the event. Secondary
sources may have pictures, quotes or graphics of primary sources in
them. Some types of secondary sources include: Publications, textbooks,
magazine articles, histories, criticisms, commentaries, and
encyclopedias.
Students will explore a variety of Primary and Secondary sources to
answer inquiry based questions about Washington State history.
Essential questions to explore using primary sources in Washington
State History:
Western Expansion (Slides of primary source images)
From Fashion to Furs: Why was the fur trade the driving force in westward expansion?
How did the economics of this trade drive political policy in the territories?
From Furs to Forts: Why were military forts necessary to protect the fur trade? How did
this policy influence westward expansion?
From Forts to Farming: What lead to the early settlement of the Washington Territory?
How did the geography and climate of Washington state influence the growth of farming?
From Farming to Foundations. How did agriculture help build a foundation for statehood
and beyond? What major industries developed in Washington State and explain their
influence on the growth and demographics our current state?
Native American Cultures of Washington State (Slides of primary
sources images)
1ST People to Partners: How did the native people of Washington live before contact with
the Europeans? How did the trade with the Europeans change/influence their native
cultures?
Partners to Promises: How did western expansion impact the native tribes of Washington
State? How did “treaties” change how the native tribes of Washington interacted with the
white settlers? What were the lasting outcomes associated these treaties?
Promises to Pacification: How did the Native populations deal with the broken treaties?
How did the policy of pacification affect the native tribes of Washington State?
Pacification to Progress: How did the policy of pacification strip the native population of
their cultural identity? How did the Native population reclaim their cultural heritage and
identity in the modern times?
From Fashion to Furs.
High brown beaver hat, circa 1860. Beaver was the most popular pelt for making hats in the 18th
and 19th centuries. It was the demand for these fashionable hats that created the fur trade.
From Fashion to Furs.
The fur trade began in the 1500s when early explorers would give the natives kettles, knives and other gifts as a
token of friendship. The natives returned the gift in the form of furs. Trading posts protected the first stores. As
the fur trade grew traders traveled farther into the wilderness to hunt. They built simple forts to protect their
territory as well as to survive the wilderness.
From Furs to Forts.
Fort Nisqually watch tower 1884, Fort Nisqually (Wash.); Horses; Forts and fortifications; Soldiers; Watch
towers; State Library Photograph Collection, 1851-1990
Plate 44: Fort Vancouver, Washington, in 1850, with Mount Hood in the background. Engraving by
Gustav Sohon, November 1850. (Click to enlarge). From: University of Washington Library Archives
#NA4171.
From Furs to Forts.
Fort Colville 1867, State Library Photograph Collection, 1851-1990
From Forts to Farming
Homestead Act (1862)
The Homestead Act, enacted during the Civil War in 1862, provided that any adult citizen, or intended citizen, who had never borne
arms against the U.S. government could claim 160 acres of surveyed government land. Claimants were required to “improve” the
plot by building a dwelling and cultivating the land. After 5 years on the land, the original filer was entitled to the property, free and
clear, except for a small registration fee. Title could also be acquired after only a 6-month residency and trivial improvements,
provided the claimant paid the government $1.25 per acre. After the Civil War, Union soldiers could deduct the time they had served
from the residency requirements.
The Homestead Act of 1862
37th Congress Session II 1862
Chapter LXXV. - An Act to secure Homesteads to
actual Settlers on the Public Domain.
Be it enacted by the Senate and House of
Representatives of the United States of America
in Congress assembled, That any person who is
the head of a family, or who has arrived at the
age of twenty-one years, and is a citizen of the
United States, or who shall have filed his
declaration of intention to become such, as
required by the naturalization laws of the
United States, and who has never borne arms
against the United States Government or given
aid and comfort to its enemies, shall, from and
after the first January, eighteen hundred and
sixty-three, be entitled to enter one quarter
section or a less quantity of unappropriated
public lands, upon which said person may
have filed a preemption claim, or which may,
at the time the application is made, be subject
to preemption at one dollar and twenty-five
cents, or less,
per acre; or eighty acres or less of such
unappropriated lands, at two dollars and fifty
cents per acre, to be located in a body, in
conformity to the legal subdivisions of the
public lands, and after the same shall have
been surveyed: Provided, That any person
owning and residing on land may, under the
provisions of this act, enter other land lying
contiguous to his or her said land, which shall
not, with the land so already owned and
occupied, exceed in the aggregate one
hundred and sixty acres.
From Forts to Farming
Early combines. John Gillette, Near Ritzville 1898
From Farming to Foundations.
Brochure 1887 used to lure settlers to Washington.
From Farming to Foundations.
Map of Railroad lines in Washington state 1928
Land for Sale by the Northern Pacific railroad 1887
The First People of Washington
1ST People to Partners.
Mat Shelter Skokomish Indians 1909
Plate 43: Columbia River area (including Indian camp at The Dalles, Oregon. Mount Hood in the background. Engraving by
John M. Stanley, 1853. (Click to enlarge). From: University of Washington Library Archives #NA4170.
1StPeople to Partners
Chehalis fishing weir across the Chehalis River. In engraving 1841
Makah whaler named Wilson Parker, Washington, 1915
Partners to Promises:
Fur trade 1785 Washington Coast
Partners to Promises:
Colville Indian Reservation group near tepee, Washington, ca. 1902
Map of reservations, U.S. Census Office, 11th Census, 1890
Promises to Pacification.
Indian Removal Act of 1830. Andrew Jackson message to congress outlining the removal of
Native populations to reserved land (Reservations)
Andrew Jackson's Annual Message
It gives me pleasure to announce to Congress that the benevolent policy of the Government, steadily pursued for nearly
thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation.
Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed
that their example will induce the remaining tribes also to seek the same obvious advantages.
The consequences of a speedy removal will be important to the United States, to individual States, and to the Indians
themselves. The pecuniary advantages which it promises to the Government are the least of its recommendations. It puts an
end to all possible danger of collision between the authorities of the General and State Governments on account of the
Indians. It will place a dense and civilized population in large tracts of country now occupied by a few savage hunters. By
opening the whole territory between Tennessee on the north and Louisiana on the south to the settlement of the whites it will
incalculably strengthen the southwestern frontier and render the adjacent States strong enough to repel future invasions
without remote aid. It will relieve the whole State of Mississippi and the western part of Alabama of Indian occupancy, and
enable those States to advance rapidly in population, wealth, and power. It will separate the Indians from immediate contact
with settlements of whites; free them from the power of the States; enable them to pursue happiness in their own way and
under their own rude institutions; will retard the progress of decay, which is lessening their numbers, and perhaps cause
them gradually, under the protection of the Government and through the influence of good counsels, to cast off their savage
habits and become an interesting, civilized, and Christian community.
What good man would prefer a country covered with forests and ranged by a few thousand savages to our extensive
Republic, studded with cities, towns, and prosperous farms embellished with all the improvements which art can devise or
industry execute, occupied by more than 12,000,000 happy people, and filled with all the blessings of liberty, civilization and
religion?
The present policy of the Government is but a continuation of the same progressive change by a milder process. The tribes
which occupied the countries now constituting the Eastern States were annihilated or have melted away to make room for
the whites. The waves of population and civilization are rolling to the westward, and we now propose to acquire the
countries occupied by the red men of the South and West by a fair exchange, and, at the expense of the United States, to
send them to land where their existence may be prolonged and perhaps made perpetual. Doubtless it will be painful to leave
the graves of their fathers; but what do they more than our ancestors did or than our children are now doing? To better their
condition in an unknown land our forefathers left all that was dear in earthly objects. Our children by thousands yearly leave
the land of their birth to seek new homes in distant regions. Does Humanity weep at these painful separations from
everything, animate and inanimate, with which the young heart has become entwined? Far from it. It is rather a source of joy
that our country affords scope where our young population may range unconstrained in body or in mind, developing the
power and facilities of man in their highest perfection. These remove hundreds and almost thousands of miles at their own
expense, purchase the lands they occupy, and support themselves at their new homes from the moment of their arrival. Can
it be cruel in this Government when, by events which it can not control, the Indian is made discontented in his ancient home
to purchase his lands, to give him a new and extensive territory, to pay the expense of his removal, and support him a year
in his new abode? How many thousands of our own people would gladly embrace the opportunity of removing to the West
on such conditions! If the offers made to the Indians were extended to them, they would be hailed with gratitude and joy.
And is it supposed that the wandering savage has a stronger attachment to his home than the settled, civilized Christian? Is
it more afflicting to him to leave the graves of his fathers than it is to our brothers and children? Rightly considered, the
policy of the General Government toward the red man is not only liberal, but generous. He is unwilling to submit to the laws
of the States and mingle with their population. To save him from this alternative, or perhaps utter annihilation, the General
Government kindly offers him a new home, and proposes to pay the whole expense of his removal and settlement.
Promises to Pacification.
Dawes Act. The act was named for its sponsor, Senator Henry Laurens Dawes of
Massachusetts. The stated objective of the Dawes Act was to stimulate assimilation of
Indians into American society. Individual ownership of land was seen as an essential step.
This striped the tribes of land.
Selected text of the Dawes act:
To each head of a family, one-quarter of a section;
To each single person over eighteen years of age, one-eighth of a section;
To each orphan child under eighteen years of age, one-eighth of a section; and
To each other single person under eighteen years now living, or who may be born prior to the date of the order of the
President directing an allotment of the lands embraced in any reservation, one-sixteenth of a section:
Promises to Pacification.
1864 Schedule of Indian land cessions…
Promises to Pacification.
Fort Spokane students, Washington
Nine students and their teacher gather around a table in a classroom. All wear
Western style clothing. In the background are two wall maps. On the table sits a
plant between two glass lamps (?)
Collection: Estelle Reel
Repository: Eastern Washington State Historical Society
Promises to Pacification.
Children in front of girls' dormitory building, Tulalip Indian School, ca. 1912.
Photographer: Ferdinand Brady
The Tulalip Indian School opening on Jan. 23, 1905, and during the next two years it held
enrollment of 200 students. The boys and girls lived in separate dormitories. Children as
young as six years old attended the boarding school. Older boys and girls were each assigned
two of the youngsters to take care of and assist in getting ready for school. Shown in this
photo are the youngest students, lined up in front of the girls’ dormitory. The upper floor
contained the bedrooms (including a sick room), the middle floor had a music room in the left
wing, a reading room in the right, and a dining room in the center. Showers and a play room
were in the basement.
Collection: Brady Collection
Promises to Pacification.
Cheyenne woman named Woxie Haury in ceremonial dress, and, in wedding
portrait with husband. Two studio portraits; on left she poses with her hair
down, in a beaded & fringed dress, necklace, and beaded moccasins. On right
she wears a western-style wedding dress (full length skirt, boned bodice, hair
pinned up under a lace veil) and stands beside a young man in white tie.
Photograph: Woxie Haury
Collection: Estelle Reel
Repository: Eastern Washington State Historical Society
Pacification to Progress
Washington State canoe journey of Pacific Northwest tribes.
Neah Bay Tribal celebration.
Pacification to Progress
1999 Makah whaling resumes after 80 years. Reclaiming an essential aspect of
their Culture that had been lost for much of the modern era.
Young Squaxin men prepare for a tradition Canoe Journey. 2012
Journal #7 Pre-exploration questions to ponder.
Think about all your activities or events in the last 24 hours. For each
event, think further about what evidence, if any, your activities might
have left behind?
1) Which of your daily activities were most likely to
leave evidence behind?
2) What, if any of that evidence might be preserved
for the future? Why?
3) What would a future historian be able to tell about
your life and or your society based on the evidence
of the activities from your daily life? What
assumptions or conclusions would they be able to
draw?
Washington State history through exploring
Primary and Secondary sources
Name:___________
Period:_______
Day One: Western expansion/ Growth of Washington State and through primary
and secondary sources.
Day Two: Native American Cultures of Washington State (Slides of primary
sources images)
Directions: You will rotate through 8 stations having 8 minutes at each station to
investigate each of the primary/secondary sources related to these historical periods in
Washington State history.
Step one: Answer the following questions in complete sentences. Pick three of the ten
questions to answer per primary/secondary source? Notice that some of the questions are
document (D) based, some are artifact(A) based and some image/picture based.(I/P) And
some can be applied to all sources.
Step two: (12) minutes. Discuss the 4 guiding questions with your partner. Then use the
evidence collected from each source as well as your discussion to answer the guiding
questions related to each period of time.
1. What exactly do you see in the image? What stands out to you? List any
interesting elements. (I/P)
2. Study the people and/or objects in the image one by one. What
similarities and differences do you see? (I/P)
3. What do you think is happening in the image/document?(I/P/D)
4. What was the creator’s purpose in making this primary source? (All)
5. What is unique about this image that the artist/author wanted to
capture? (I/P)
6. What biases or stereotypes do you see? (All)
7. Why do you think that this source/artifact was produced? (All)
8. What is the purpose of the document/image? (D/I/P)
9. What does the image/document/artifact tell you about the
author/creator? (All)
10) What powerful words and ideas are expressed with the document? (D)
From Fashion to Furs:
Station one
1)
2)
3)
Station Two
1)
2)
3)
Fashion to Furs: Why do you think the fur trade was the driving force in westward
expansion?
From Fur to Forts:
Station three
1)
2)
3)
Station four
1)
2)
3)
From Furs to Forts: Why do you think were military forts necessary to protect the fur
trade? How did this policy of military intervention influence westward expansion?
From Forts to Farming
Station five
1)
2)
3)
Station six
1)
2)
3)
From Forts to Farming: What do you think led to the early settlement of the Washington
Territory? How did the geography and climate of Washington state influence the growth
of farming?
From Farming to Foundation
Station seven
1)
2)
3)
Station eight
1)
2)
3)
From Farming to Foundations. How did agriculture help build a foundation for statehood
and beyond? What major industries developed in Washington State and explain their
influence on the growth and demographics our current state?
1st People to Partners
Station one
1)
2)
3)
Station Two
1)
2)
3)
1ST People to Partners: How did the native people of Washington live before contact with
the Europeans? How did the trade with the Europeans change/influence their native
cultures?
Partners to Promises:
Station Three
1)
2)
3)
Station Four
1)
2)
3)
Partners to Promises: How did think western expansion impacted the native tribes of
Washington State? How did “treaties/promises” change how the native tribes of
Washington interacted with the white settlers? What do think were the lasting outcomes
associated these treaties/promises?
Promises to Pacification:
Station Five
1)
2)
3)
Station Six
1)
2)
3)
Promises to Pacification: How did the Native populations deal with the broken treaties?
How did the policy of pacification affect the native tribes of Washington State?
Pacification to Progress:
Station Seven
1)
2)
3)
Station Eight
1)
2)
3)
Pacification to Progress: How did the policy of pacification strip the native population of
their cultural identity? How did the Native population reclaim their cultural heritage and
identity in the modern times?
Web links to music and stories..
Wolf Song
http://www.youtube.com/watch?v=4xjTukSn4hE
Grizzly bear song
http://www.youtube.com/watch?v=Sgh26LwbgEg
Salish Prayer song. (Instrumental and song)
http://www.youtube.com/watch?v=RtB2jtv7B0U
Swinomish Paddle Song
http://www.youtube.com/watch?v=qpnEDRWfWGI
Coast Salish Anthem
http://www.youtube.com/watch?v=S3KwoaR6VW8
Chief Dan George Prayer song . Tulalip Tribe.
http://www.youtube.com/watch?v=lbXal6XhfAY
Killer whale and Thunderbird Song/.
http://www.youtube.com/watch?v=OSjf40FRQRo