project glad level 4 wa.doc · web viewproject glad walla walla school district the whitmans (4)...

Project GLADWalla Walla School District

The Whitmans (4)IDEA PAGES

I. UNIT THEME (ENDURING UNDERSTANDING)

Understanding the location of Whitman Mission within the Oregon Country, the USA, and the World

Cultural differences of the Missionaries/impact on Native Americans Natural resources of the region and the integral part it played in the settlement of the

Whitman Mission People who played a part in the Whitman Mission: Marcus Whitman, Narcissa Whitman,

the Sager children, and the Cayuse Indians Forging the future Oregon Trail The significance of the establishment of the Whitman Mission for the USA

II. FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Observation Chart Inquiry Chart Picture Files Realia Poetry/Chants Teacher Made Big Books Read Alouds Awards

III. CLOSURE

Process Charts Sharing of Personal and Team Exploration Home/School Connections Team Explorations:

Create a class big book using The Important Book as a frame Recreate class poems Create a poetry frame Make a class mural of the Whitman Mission Compare and contrast missionaries and Cayuse Indians Create a team diorama of the Whitman Mission

Personal Explorations: Write a story: “If I were a missionary, I would…” Write an expository letter to the Department of the Interior of the United States

explaining the importance of continued support for the Whitman Mission

The Whitmans, Level 4, WA 1Diana Erickson & Connie Taylor-Randall - Project G.L.A.D (8/1/2011)

Pick a dwelling and explain why the inhabitants choice the type of dwelling and where it was located

IV. CONCEPTS Social Studies Theme: The Significance of the Whitmans in establishing the United

States’ claim to the Oregon Country Challenges of Westward expansion

STANDARDSWashington State Essentials Academic Learning Requirements

(EALRs)

Reading—Grade 4EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1 Use word recognition skills and strategies to read and comprehend text.Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Apply reference skills to define, clarify, and refine word meanings.1.2.2 Apply vocabulary strategies in grade-level text.

Component 1.3 Build vocabulary through wide reading.1.3.1 Understand and apply new vocabulary.1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.

Component 1.4 Apply word recognition skills and strategies to read fluently.EALR 2: The student understands the meaning of what is read.

Component 2.1 Demonstrate evidence of reading comprehension.2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text.2.1.7 Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand sequence in informational/expository text and literary/narrative text. 2.2.2 Apply features of printed and electronic text to locate and comprehend text.2.2.3 Understand and analyze story elements.2.2.4 Apply understanding of text organizational structures.


Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.2.3.2 Apply understanding of systems for organizing information and analyze appropriate sources.2.3.3 Understand literary/narrative devices.

Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text.2.4.2 Analyze the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. 2.4.3 Understand the difference between fact and opinion.2.4.4 Evaluate author’s effectiveness for a chosen audience.2.4.5 Understand how to generalize from text.

EALR 3: The student reads different materials for a variety of purposes.Component 3.1 Read to learn new information.

3.1.1 Understand how to select and use appropriate resources.Component 3.2 Read to perform a task.

3.2.1 Understand information gained from reading to perform a specific task.3.2.2 Understand a variety of functional documents.

Component 3.4 Read for literary experience in a variety of genres. 3.4.2 Understand contemporary and traditional literature written in a variety of genres.3.4.3 Analyze a variety of literature representing different cultures and traditions.

Writing – Grade 4EALR 1: The student understands and uses a writing process.

Component 1.1: Prewrites to generate ideas and plan writing.Component 1.2: Produces draft(s).Component 1.3: Revises to improve text. Component 1.4: Edits text. Component 1.5: Publishes text to share with audience.Component 1.6: Adjusts writing process as necessary.

EALR 2: The student writes in a variety of forms for different audiences and purposes.Component 2.1: Adapts writing for a variety of audiences.Component 2.2: Writes for different purposes.Component 2.3: Writes in a variety of forms/genres.

EALR 3: The student writes clearly and effectively.Component 3.1: Develops ideas and organizes writing. Component 3.2: Uses appropriate style. Component 3.3: Knows and applies appropriate grade level writing conventions.

EALR 4: The student analyzes and evaluates the effectiveness of written work.Component 4.1: Analyzes and evaluates others’ and own writing. Component 4.2: Sets goals for improvement.


Communication – Grade 4EALR 1: The student uses listening and observation skills and strategies to gain understanding.

Component 1.1: Uses listening and observation skills and strategies to focus attention and interpret information.

1.1.1 Applies a variety of listening strategies to accommodate the listening situation.

Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1 Applies strategies to comprehend auditory and visual information.EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

Component 2.1: Uses language to interact effectively and responsibly in a multicultural context.

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1 Understands how to show respect for others’ input.2.2.2 Applies skills to contribute responsibly in a one-to-one conversation or group setting.

Component 2.3: Uses skills and strategies to communicate interculturally.2.3.1 Understands that individuals may have differing opinions, perspectives, and meanings for communication.2.3.2 Understands and applies intercultural communication strategies.

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

Component 3.3: Uses effective delivery.3.3.1 Applies skills for delivery of effective oral communication and presentations.

EALR 4: The student analyzes and evaluates the effectiveness of communication.Component 4.1: Assesses effectiveness of one’s own and others’ communication.

4.1.1 Applies established criteria to guide analysis of strengths and weaknesses in own communication.4.1.2 Analyzes and evaluates others’ formal and informal communication using established criteria.

Component 4.2: Sets goals for improvement.4.2.1 Applies strategy for setting grade level appropriate communication goals.

Reading (Grades 3-5 ELD Standards)EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1: Use word recognitions skills and strategies to read and comprehend text.Beginning (EALR 1 Comp. 1.1)

Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).

Recognize and produce English phonemes.


Recognize, respond to, and produce rhyming words ending with phonemes the student already hears and produces.

Produce known words that begin with phonemes student already hears and produces.

Use gestures and single word responses to participate in a discussion of a story read aloud.

Advanced Beginning (EALR 1 Comp. 1.1) Orally manipulate and segment simple known words by onset and rime. Use onset and rime in word families to decode known words. Segment and blend words containing 2-3 phonemes. Identify syllables in known words. Identify common consonant and vowel sounds in known words. Add, delete, and/or substitute one phoneme for another in initial and final

positions to make a new word. Use words and/or phrases to participate in a discussion of a story listened to or

read. Use knowledge of phonics associated with known sounds to read familiar

words. Decode known words following common vowel patterns.

Intermediate (EALR 1 Comp. 1.1) Orally segment and blend known multi-syllabic words. Add, delete, and/or substitute one phoneme for another in initial, medial, and

final positions to make a new word. Identify shared consonant and vowel sounds in known words. Use simple sentences to participate in a discussion of a story listened to or

read aloud. Decode words following patterns, word families, etc. Identify same sounds represented by different single letters or combinations of

letters (e.g., fish, rough).Advanced (EALR 1 Comp. 1.1)

Participate in a discussion of a story listened to or read aloud. Read words in context containing complex letter pattern/word families. Apply multi-syllabic decoding when reading words. Recognize that sounds are represented by different single letters and

combinations of letters.EALR 1: The student understands and uses different skills and strategies to read.

Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.Beginning (EALR 1,Comp. 1.2, 1.3, 1.4)

Use picture dictionary to find or confirm word meanings. Given pictures and illustrations, indicate word meaning. Identify pictures from written labels or identify text words or phrases from

pictures. Produce simple vocabulary in response to a read-aloud, including texts from a

variety of cultures and communities.


Produce one-word responses to simple questions or a prompt. Use a word or gesture to participate in a discussion or activity around content

area concepts and vocabulary. Recognize sight words.

Advanced Beginning (EALR 1, Comp. 1.2, 1.3, 1.4) Use glossary and picture dictionary to find or confirm word meaning. Demonstrate understanding of affixes and roots in familiar words. Apply word-meaning strategies in text (e.g., word structure, phonics,

abbreviations, illustrations, prior knowledge and context). Use new vocabulary in simple sentences to discuss, prior knowledge,

illustrations to predict and confirm word meaning and concepts from literary and informational texts.

Use simple sentences to answer and ask questions and show understanding of new words.

Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W

Read introduced sight words. Use simple sentences with introduced sight words. Use dictionary and glossary to find or confirm word meanings and parts of

speech. Re-read, read on, and ask for help to gain meaning of unknown words. Include new vocabulary from text in descriptive sentences orally and in

writing. Use descriptive sentences to discuss words and concepts across content areas. Identify familiar words with multiple meanings. Read introduced sight words. Read unpracticed text aloud at a target rate of 70-90 words correct per minute

with comprehension. Adjust reading rate to match purpose.

Advanced (EALR 1, Comp. 1.2, 1.3, 1.4) Use dictionary, glossary, and thesaurus to find or confirm word meanings,

parts of speech, synonyms and antonyms. Use word meaning strategies and affixes and roots to determine meaning of

unknown words. Use descriptive sentences to discuss prior knowledge, pictures, illustrations,

context, and diagrams to clarify word meanings and concepts. Use new vocabulary in own oral and written communication. Identify and define words and concepts across content areas. Identify words with different meanings in different content areas. Use and read an increased number of sight words. Read unpracticed text aloud at a target rate of 70-90 words correct per minute

with comprehension. Adjust reading rate to match difficulty of text such as content area reading and

for different purposes.EALR 2: The student understands the meaning of what is read.

Component 2.1: Demonstrate evidence of reading comprehension.


Component 2.2: Understand and apply knowledge of text components to comprehend text.Beginning (EALR 2 Comp. 2.1, 2.2)

Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud.

Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals).

Draw pictures to represent images from story read aloud. Use one or two words to state main idea of text read aloud. Use gesture or words to participate in a discussion connecting self with

characters, events and information from text read aloud. (also 2.1.3) Use gestures, pictures or one-word responses to predict what will happen

based on pictures in text read aloud. Draw pictures to represent the sequence and story elements of simple literary

text. Point to title, page numbers, table of contents and other text features.

Advanced Beginning (EALR 2 Comp. 2.1, 2.2) Use words and/or phrases to discuss meaning while reading using context,

looking back and reading ahead. Use words and/or phrases to answer questions before, during and after text

read aloud. Use words and/or phrases to describe the mental images that occur from text

read aloud. Identify phrases and simple sentences that describe a picture or select a picture

described by a phrase or simple sentences. Use phrases to state main idea and discuss theme/message in text read aloud. Use words and/or phrases to participate in a discussion connecting self to

characters, events, and information from text read aloud. (also 2.1.3) Answer literal comprehension questions about simple text sentences including

negatives, yes/no questions, simple past and future tenses, etc. Use words and/or phrases to predict what will happen based on literary or

informational text read aloud. Indicate what will happen next in text composed of simple sentences

including negatives, yes/no questions, simple past and future tenses, etc. Use words and/or phrases to retell the sequence and identify story elements of

simple literary text. Indicate the correct sequence in text composed of simple sentences including

negatives, yes/no questions, simple past and future tenses, etc. Identify locations of title, page numbers, table of contents and other text

features. Intermediate (EALR 2 Comp. 2.1, 2.2)

Use simple sentences to ask and answer questions about text. Use simple sentences to describe images from story in literary text. Identify the main idea and details in text.


Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text.

Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases, etc.

Use simple sentences to predict and infer using prior knowledge and information drawn from text.

Infer an idea supported by text details. Begin to use basic monitoring strategies to increase comprehension of text

including picture cues and known words. Use simple sentences to summarize and/or state the main idea with supporting

details and to discuss theme/message of a literary or informational text. (also 2.1.3)

Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, etc. (also 2.1.5)

Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5)

Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media).

Identify text written in simple listing and sequential order.Advanced (EALR 2 Comp. 2.1, 2.2)

Use descriptive sentences to ask and answer questions based on literary and informational text.

Draw and use descriptive sentences to depict mental images that occur while reading.

Respond to questions about mental images that occur while reading text. Identify the main idea and predict an idea or theme supported by text

details. Use descriptive sentences to state the theme/message in a text. Use descriptive sentences to connect current issues, prior knowledge and

experience to characters, events, and information within a text. Use descriptive sentences to predict and infer using prior knowledge and

information drawn from text. Answer literal and inferential comprehension questions about text

composed of complex sentences. Text may contain perfect tense, compounds, clauses or passive voice.

Identify the correct sequence and predict what will happen next in complex text.

Use basic monitoring strategies to increase comprehension of text (e.g., picture cues, known words and note-taking).

Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text.

Identify information from charts and graphs.


Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and captions in text or electronic media.

Use descriptive sentences to independently retell story in sequence and to identify the story elements.

Identify text written in simple listing, sequential order, description, and compare and contrast text structures.

EALR 2: The student understands the meaning of what is read.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.Beginning (EALR 2 Comp. 2.3, 2.4)

Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud.

Use a word, gesture, or drawing to group objects with common attributes. Match groups of familiar objects with common attributes.

Advanced Beginning (EALR 2 Comp. 2.3, 2.4) Use words and/or phrases to describe:

familiar conceptscause and effect relationshipscompare and contrast within and/or between texts read aloud

Use words or phrases to categorize elements in literary and informational text. Use words or phrases to discuss information found in general reference

materials (e.g., picture dictionary, dictionary, thesaurus). Use words or phrases to identify the simplest forms of literary devices (e.g.,

simile, metaphors, and alliteration). Use simple note-taking skills to begin to synthesize information from a variety

of sources. Use words or phrases to make generalizations and draw supported conclusions

from text. Use words or phrases to identify the author’s use of word choice. Distinguish between fantasy/reality and fact/opinion in text composed of

phrases or simple sentences. (also 2.3.1) Intermediate (EALR 2 Comp. 2.3, 2.4)

Answer cause/effect and comparison/contrast questions about written paragraph of text.

Use simple sentences with text-based evidence to:describe cause and effect compare and contrast in text read aloud or independently

Categorize objects according to common attributes. Distinguish between fantasy/reality and fact/opinion in short text. (also 2.2.4) Locate information in adapted general reference materials (e.g., picture

dictionaries, dictionary, thesaurus). Use simple sentences to discuss information found in general reference

materials (e.g., dictionary, encyclopedia, thesaurus).


Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in).

Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration).

Use simple sentences to make generalizations and draw supported conclusions from text.

Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices.

Use simple sentences to distinguish between:fantasy and reality in literary text fact and opinion (also 2.3.1)

Advanced (EALR 2 Comp. 2.3, 2.4) Answer cause/effect and comparison/ contrast questions about extended

written text. Use descriptive sentences and information from texts to describe cause and

effect and compare and contrast in literary and informational texts. Locate information on a topic in the appropriate resource/s for a specific

purpose. Demonstrate understanding of literary idioms used in extended text. Use descriptive sentences to identify literary devices (e.g., personification,

imagery, dialogue, and alliteration) within a text. Use descriptive sentences to draw conclusions, make generalizations, and

explain how to solve problems using information from a text. Use descriptive sentences to identify and explain the author’s use of word

choice, sentence structure and length, and tone. Identify the author’s purpose and answer fantasy/reality and fact/opinion

questions about extended text. (also 2.3.1) Use descriptive sentences to explain use of persuasive devices, propaganda

techniques, and point of view. Answer compare/contrast and cause/effect questions citing evidence from

grade-level text. Use specialized vocabulary and evidence from literary and informational text

to describe similarities and differences and explain cause and effect relationships.

Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate resource/s and how the information fits the topic.

Identify literary devices in grade level text. Use specialized vocabulary to explain use of literary devices (e.g., metaphor,

simile, humor, exaggeration and idioms). Identify facts/opinions, draw conclusions, make generalizations and

inferences from grade-level text. Use specialized vocabulary to:

identify facts and opinions,draw conclusionsmake generalizations


explain how to solve problems using information from texts Identify effect of author’s word choice, syntax, and tone. Use specialized vocabulary to identify, explain, and cite examples of the

author’s use of:word choice sentence structure and lengthtonepersuasive devicespropaganda techniques point of viewbeliefs and assumptions

Explain difference between facts and opinions. EALR 3: The student reads materials for a variety of purposes.

Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.Component 3.3: Read for career applications.Beginning (EALR 3, Comp. 3.1, 3.2, 3.3)

Follow simple text directions composed of pictures, single words, or phrases to perform a task.

Match printed word with common school item. Use word, gesture, or drawing to demonstrate comprehension of

environmental print (e.g., school signs and labels in classroom). Advanced Beginning (EALR 3 Comp. 3.1, 3.2, 3.3)

Follow simple written directions to perform a task. Match simple sentences to demonstrate comprehension of environmental print

(e.g., school signs, labels in classroom). Use words and/or phrases to identify functional documents (e.g., letters,

forms, and menus).Intermediate (EALR 3 Comp. 3.1, 3.2, 3.3)

Follow multi-step directions composed of simple sentences to perform a task. Use simple sentences to demonstrate comprehension of environmental print

(e.g., school signs, labels, street signs). Use simple sentences to discuss the use of functional documents that are used

in a school setting (e.g., bus schedules, lunch menus). Follow multi-step directions composed of simple sentences to perform a task. Use simple sentences to demonstrate comprehension of environmental print

(e.g., school signs, labels, street signs). Use simple sentences to discuss the use of functional documents that are used

in a school setting (e.g., bus schedules, lunch menus).Advanced (EALR 3 Comp. 3.1, 3.2, 3.3)

Use descriptive sentences to retell multi-step directions from text or oral prompt.

Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

Read and use functional documents that are used in a school setting.EALR 3: The student reads materials for a variety of purposes.


Component 3.4: Read for literary/narrative experience in a variety of genres.Beginning (EALR 3 Comp. 3.4)

Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction).

Advanced Beginning (EALR 3 Comp. 3.4) Use words or phrases to distinguish between two genres (e.g., simple narrative

and fairy tale).Intermediate (EALR 3 Comp. 3.4)

Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

Use simple sentences to respond to and distinguish among a variety of genres. Advanced (EALR 3 Comp. 3.4) Use descriptive sentences to identify and discuss the culture and/or traditions

described in a piece of literature. Use descriptive sentences to discuss literature written in a variety of genres. Use descriptive sentences to compare/contrast the culture and/or traditions

described in a piece of literature with that of the reader.

Writing (Grades 3-5 ELD Standards)EALR 1: The student understands and uses a writing process.

Component 1.1: Prewrites to generate ideas and plan writing.Beginning (EALR 1 Comp. 1.1)

Uses drama, visuals, concrete objects, and/or first language to generate ideas and plan writing

Plans using teacher-modeled visual tools (e.g., webs, diagrams, drawings, graphic organizers)

Uses multicultural literature (fiction and nonfiction) to stimulate ideasAdvanced Beginning (EALR 1 Comp. 1.1)

Speaks in words and phrases to generate ideas and rehearse writing (e.g., class brainstorm, dialogue with a partner, role playing)

Plans with some detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers)

Uses multicultural literature (fiction and nonfiction) to stimulate ideasIntermediate (EALR 1 Comp. 1.1)

Speaks in simple sentences to generate ideas and rehearse writing (e.g., dialogue with a partner, role playing)

Plans with some detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers)

Uses multicultural literature (fiction and nonfiction) to stimulate ideasAdvanced (EALR 1 Comp. 1.1)

Speaks in descriptive sentences to generate ideas and rehearse writing (e.g., dialogue with a partner, role playing)

Plans with detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers)

Uses multicultural literature (fiction and nonfiction) to stimulate ideasEALR 1: The student understands and uses a writing process.


Component 1.2: Produces draft(s). Beginning (EALR 1, Comp. 1.2)

Draws; labels pictures; writes familiar words Copies and follows patterns to write words and phrases Participates in a shared writing of a draft of text

Advanced Beginning (EALR 1, Comp. 1.2) Participates using words and phrases in a shared writing of a draft

using a prewriting plan Works on a draft over time

Intermediate (EALR 1, Comp. 1.2) Uses a prewriting plan to draft text using simple sentences Rereads text and continues drafting over time

Advanced (EALR 1, Comp. 1.2) Uses a prewriting plan to draft text using descriptive sentences Rereads text and continues drafting over time

EALR 1: The student understands and uses a writing process.Component 1.3: Revises to improve text. Beginning (EALR 1, Comp. 1.3)

Finds something that can be improved in shared writingAdvanced Beginning (EALR 1, Comp. 1.3)

Participates in shared writing by rereading a text with a focus (e.g., add details)

Makes revisions in response to teacher questions and peer feedbackIntermediate (EALR 1, Comp. 1.3)

Rereads work several times and has a different focus for each reading (e.g., checking for repetitious beginnings, specific nouns)

Makes revisions in response to teacher questions and peer feedback Uses classroom resources to revise (e.g., word wall, writing guide, peers,

adults) Deletes or moves text (cross out and rewrite)

Advanced (EALR 1, Comp. 1.3) Rereads work several times and has a different focus for each reading (e.g.,

adding details, substituting words, moving text) Uses multiple resources to identify needed changes (e.g., word wall, writing

guide, peers, adults, thesaurus) Records feedback using writing group procedure Makes decisions about writing based on feedback Rereads work several times and has a different focus for each reading (e.g.,

adding details, substituting words, moving text)EALR 1: The student understands and uses a writing process.

Component 1.4: Edits text. Beginning (EALR 1, Comp. 1.4)

Participates in group editing for punctuation and capitalization in shared writing

Advanced Beginning (EALR 1, Comp. 1.4) Edits shared text with teacher guidance


Begins to use references for editing (e.g., word wall, personal dictionary)Intermediate (EALR 1, Comp. 1.4)

Uses checklist for editing with lapses characteristic of English learners* Uses references for editing (e.g., word wall, dictionary, peers)

Advanced (EALR 1, Comp. 1.4) Uses checklist for editing own work with lapses characteristic of English

learners Uses more than one resource (e.g., dictionary, writing guide, spell check,

peers, adults) Proofreads final draft for errors

EALR 1: The student understands and uses a writing process.Component 1.5: Publishes text to share with audience. Beginning (EALR 1,Comp. 1.5)

Shares drawings and/or written work Includes title, author, illustrations in work Uses a variety of publishing options (e.g., poster, book, skits)

Advanced Beginning (EALR 1, Comp. 1.5) Includes title, author, and illustrations Shares published work (e.g., card for family member, bulletin board, author’s

chair, class books)Intermediate (EALR 1, Comp. 1.5)

Includes text features (e.g., title, dedication, headings, information about the author, illustrations, captions)

Publishes for a wide range of purposes using a variety of formats Uses a variety of available technologies as part of publication

Advanced (EALR 1, Comp. 1.5) Includes text features (e.g., captioned photos, maps) Publishes for a wide range of purposes using a variety of formats Uses a variety of available technology as part of publication

EALR 1: The student understands and uses a writing process.Component 1.6: Adjusts writing process as necessary.

1.6 does not require specific adaptations for English language learners.EALR 2: The student writes in a variety of forms for different audiences and purposes.

Component 2.1: Adapts writing for a variety of audiences. Beginning (EALR 2 Comp. 2.1)

Identifies an intended audienceAdvanced Beginning (EALR 2 Comp. 2.1)

Writes for self, family, friends, and teacher. Identifies an intended audience

Intermediate (EALR 2 Comp. 2.1) Distinguishes among registers for different audiences Identifies an intended audience Recognizes the cultural backgrounds of potential audience

Advanced (EALR 2 Comp. 2.1) Begins to adjust registers for different audiences Identifies an intended audience


Respects the cultural backgrounds of potential audienceEALR 2: The student writes in a variety of forms for different audiences and purposes.

Component 2.2: Writes for different purposes. Beginning (EALR 2 Comp. 2.2)

Draws pictures or writes words for own purposes (e.g., to communicate with others, reminders to self)

Advanced Beginning (EALR 2 Comp. 2.2) Writes to a frame to retell, inform, and entertain

Intermediate (EALR 2 Comp. 2.2) Identifies purpose of writing Writes for different purposes (e.g., tell a story, explain, respond to a question)

using simple sentences Writes to respond to literature in some detail using simple sentences Writes to learn (e.g., math learning logs, reflections using simple sentences

Advanced (EALR 2 Comp. 2.2) Identifies purpose of writing Writes to respond to literature in some detail using descriptive sentences Writes for different purposes (e.g., tell a story, explain, respond to a question)

using descriptive sentences Writes to learn (e.g., math learning logs, reflections) using descriptive

sentences Incorporates more than one purpose using a form

EALR 2: The student writes in a variety of forms for different audiences and purposes.Component 2.3: Writes in a variety of forms/genres. Beginning (EALR 2 Comp. 2.3)

Uses more than one form/genre with a frame (e.g., comics, fairy tales, reports) using words and pictures

Advanced Beginning (EALR 2 Comp. 2.3) Uses more than one form/genre (e.g., charts, procedures, summaries) using

words and phrasesIntermediate (EALR 2 Comp. 2.3)

Selects form to match purpose (e.g., a report to explain) using simple sentences

Uses a variety of forms/genres (e.g., directions, fictional stories) using simple sentences

Advanced (EALR 2 Comp. 2.3) Selects form to match purpose (e.g., a report to explain) using descriptive

sentences Maintains a log to track variety of forms/genres used Uses a variety of new forms/genres (e.g., scientific explanations, newspaper

articles) using descriptive sentencesEALR 3: The student writes clearly and effectively

Component 3.1: Develops ideas and organizes writing. Beginning (EALR 3, Comp. 3.1)

Draws and label pictures Develops ideas for topics orally and visually using words and gestures


Uses words and pictures to express ideas Uses models to generate ideas (e.g., personal experiences, observations) Organizes ideas orally (e.g., beginning, middle, end) using words and gestures Writes a story in pictures and words following a pattern from literature

Advanced Beginning (EALR 3 Comp. 3.1) Selects from a wide range of topics Maintains focus on specific topic using words and phrases Uses personal experience and observation to support ideas Selects appropriate title for a piece of writing Uses conjunctions in phrases Writes to follow the organization of a mentor text using words and phrases

Intermediate (EALR 3 Comp. 3.1) Selects a narrow topic from wide range (e.g., from ‘pets’, to ‘My dog is

smart’) Selects relevant details Maintains focus on a specific topic using simple sentences Uses personal experiences, observations, and/or research to support opinions

and ideas Develops character, setting, and events within plot when writing a narrative Organizes ideas into logical chunks of information (e.g., paragraphs and

tables) using simple sentences Constructs recognizable introduction and conclusion using simple sentences Uses transition words to make connections (e.g., chronological and ordinal)

using simple sentences Organizes writing clearly (e.g., comparisons and narratives)

Advanced (EALR 3 Comp. 3.1) Narrows topic with controlling idea (e.g., ‘football’ to ‘The Seahawks went to

the Super Bowl’) Selects relevant details and elaborates using descriptive sentences Maintains focus on a specific topic using descriptive sentences Uses personal experiences, observations, and/or research to support opinions

and ideas Varies method of developing character and setting in narratives using

descriptive sentences Writes in logically organized progression of unified paragraphs Develops interesting introduction and conclusion using descriptive sentences Uses transitional words and phrases and sequences ideas to link events (e.g.,

order of importance) using descriptive sentences Organizes writing clearly (e.g., explanation and persuasion) using descriptive

sentencesEALR 3: The student writes clearly and effectively

Component 3.2: Uses appropriate style. Beginning (EALR 3, Comp. 3.2)

Uses detail and color in drawings Listens for voice in multicultural read-alouds


Builds a rich vocabulary through talking, listening, and language activities using words and gestures

Uses words from environmental print Uses classroom resources (e.g., word wall, personal dictionaries) Uses descriptive words Listens to different sentence structures in read-alouds Participates in shared reading/writing of poems, songs, chants, and prose

Advanced Beginning (EALR 3 Comp. 3.2) Listens for and discusses voice of author in read-alouds using words and

phrases Builds a rich vocabulary through talking, listening, and language activities

using words and phrases Uses descriptive words (e.g., color words, size words) in phrases Selects interesting and effective words from various resources (e.g.,

environmental print, word wall, personal dictionaries, cultural background) Listens to and discusses different sentence structures in read-alouds using

words and phrases Participates in shared reading/writing of poems, songs, chants, and prose

Intermediate (EALR 3 Comp. 3.2) Uses word choice to show emotional interest in simple sentences Uses book language (e.g., mimics voice of character) Adjusts voice for different audiences and purposes using simple sentences Selects specific words (e.g., hollered vs. said) Uses interesting and effective words from various sources (e.g., multicultural

literature, cultural background) in simple sentences Uses classroom resources (e.g., word wall, name charts, personal dictionaries) Uses literary devices (e.g. similes, onomatopoeia) Listens to and discusses different sentence structures in read-alouds using

simple sentences Participates in shared reading/writing of poems, songs, chants, and prose Writes a variety of simple sentences (e.g., beginnings, lengths, structures, and

types) Writes free verse with repeated sentence beginnings

Advanced (EALR 3 Comp. 3.2) Adjusts voice for different audiences and purposes using descriptive sentences Builds a rich vocabulary through language activities using descriptive

sentences Uses precise words (e.g., vivid verbs, specific nouns, sensory words) in

descriptive sentences Uses classroom resources (e.g., word wall, charts, dictionaries) Uses literary devices (e.g. metaphors, alliteration) Participates in shared reading/writing of poems, songs, chants, and prose(e.g.

writer workshop) Writes a variety of descriptive sentences (e.g., declarative. exclamatory) Writes with a rhythm pattern

EALR 3: The student writes clearly and effectively


Component 3.3: Knows and applies writing conventions appropriate for grade level. Beginning (EALR 3, Comp. 3.3)

Writes uppercase and lowercase letters and applies directionality (left to right, top to bottom)

Uses spaces between words and sentences Copies own name and some high-frequency words Copies words using classroom resources (e.g., picture cues) Capitalizes first letter in first and last name Capitalizes pronoun “I” Observes and discusses use of ending punctuation in shared writing

Advanced Beginning (EALR 3 Comp. 3.3) Uses legible writing Uses classroom resources to find and check known words Includes beginning, middle, and ending sounds in phonetic spelling Develops a personal spelling list/word bank with teacher support Capitalizes first word in a sentence Capitalizes names of people Capitalizes days of the week and months of the year Selects end marks correctly (periods and question marks) Uses pronouns as substitutes for nouns orally Uses singular and plural nouns orally Identifies complete sentences in shared writing and/or text. Identifies paragraphs in shared writing and/or text.

Intermediate (EALR 3 Comp. 3.3) Spells high-frequency words Maintains a personal spelling list/word bank Uses resources to correct spelling for words identified as misspelled Recognizes words that may be misspelled and attempts corrections Recognizes and uses spelling patterns (e.g., blends, digraphs, short and long

vowels, regular plurals) inconsistently Capitalizes abbreviations correctly Capitalizes local geographic names Capitalizes first word in greeting and closing of a letter Uses comma between month and year Uses comma between city and state Uses comma in numbers greater than four digits Uses commas in a series Uses periods in abbreviations Uses hyphen in numbers (grade 5) Uses pronouns as substitutes for nouns orally and in writing Uses singular and plural nouns orally and in writing Uses correct prepositions inconsistently (e.g., on the desk, in your backpack) Writes complete simple sentences Indents paragraphs Cites sources (e.g., lists titles and authors)

Advanced (EALR 3 Comp. 3.3)


Maintains a personal spelling list/word bank Uses resources to correct spelling for words identified as misspelled Recognizes words that may be misspelled and makes corrections Recognizes and uses spelling patterns (e.g., CVVC words, affixes)

inconsistently Capitalizes first word inside quotation marks Capitalizes all proper nouns Capitalizes important words in a title of a book or article (grades 4-5) Uses apostrophe in possessive nouns Uses resources to check punctuation (grade 5) Uses quotation marks in dialogue correctly Applies subject/verb agreement inconsistently Uses possessive and subject pronouns Uses contractions correctly Uses correct placement of pronouns (subject and object) Uses appropriate homonym Does not use double negatives Applies verb tense inconsistently Writes complete descriptive sentences Indents paragraphs Cites sources in research using a bibliographic format (grade 5)

EALR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing. Beginning (EALR 4, Comp. 4.1)

Participates in group discussion about authors’ styles and techniques using words and gestures

Chooses written work for a portfolio (e.g., selects best piece from each grading period)

Advanced Beginning (EALR 4, Comp. 4.1) Participates in group discussion about authors’ styles and techniques using

words and phrases Chooses written work for a portfolio (e.g., selects best piece from each

grading period) and justifies the decision with criteria using words and phrases

Intermediate (EALR 4 Comp. 4.1 ) Identifies professional authors’ styles and techniques (e.g., use of details,

word choice, voice) using simple sentences Critiques a peer’s writing and supports the opinion using established criteria

using simple sentences Explains strengths and weaknesses of writing using criteria (e.g., checklist)

using simple sentences Selects written work for a portfolio and justifies decision with criteria using

simple sentencesAdvanced (EALR 4 Comp. 4.1)

Identifies professional authors’ styles and techniques (e.g., word choice, introductions, endings, point of view) using descriptive sentences


Critiques a peer’s writing and supports the opinion using established criteria using descriptive sentences

Explains accuracy of content and vocabulary for specific curricular areas using descriptive sentences (e.g., looking for conclusions drawn from text) (grade 5)

Explains strengths and weaknesses of own writing according to criteria (e.g., WASL rubric, anchor papers) using descriptive sentences

Selects written work for a portfolio and justifies decision with criteria using descriptive sentences

Provides evidence that goals have been met (e.g., ‘My word choice has improved because I use more describing words’)

EALR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement. Beginning (EALR 4, Comp. 4.2)

Confers with teacher to set goalsAdvanced Beginning (EALR 4, Comp. 4.2)

Confers with teacher to set goals (e.g., add details to drawing or writing) Monitors progress on a goal sheet (e.g., T-chart, ‘I can…, I am learning’)

using words or phrases Selects pieces that demonstrate new learning Maintains a written log of goals and a portfolio of work

Intermediate (EALR 4 Comp. 4.2) Confers with teacher to set goals Sets goals comparing own writing to rubric and anchor papers (e.g., WASL

rubric) Selects pieces that demonstrate new learning Maintains a written log of goals and a portfolio of work

Communication (Grades 3-5 ELD Standards)EALR 1: The student uses listening and observation skills and strategies to gain understanding.

Component 1. 1: Uses listening and observation skills and strategies to focus attention and interpret information.Beginning (EALR 1Comp. 1.1)

Attends to the task in group activities Uses physical actions and/or words to respond to simple directions Identifies pictures, signs, sounds, symbols (cg., restroom, entrance and

exit, stop signs, and other important symbols specific to the school environment)

Uses physical actions and word to respond to questions Recalls oral multicultural stories, familiar tunes, sounds, and songs using

picture cues, gestures, and wordsAdvanced Beginning (EALR 1 - Comp. 1 1)

Responds to verbal and nonverbal cues associated wit]i t]ie situation (cg., classroom routines)

Responds to simple directions


Uses phrases to identify main points of simple stories Responds to who, what, when, where, yes/no questions using words and

phrases Uses word and or phrases, intonation to ask simple questions Recalls events in stories and songs using picture cues, words and phrases

Intermediate (EALR 1 Comp. 1.1) Uses strategies for enjoyment listening and active listening when appropriate Follows three step oral directions for routines Responds to and asks who, what, when, where, why, yes/no questions using

simple sentences Recalls details in stories and expository text read aloud using picture cues and

simple sentences Identifies main idea with teacher guidance

Advanced (EALR Comp. 11) Uses strategies for enjoyment listening, active listening, critical listening

(grades 4,5) Follows three step oral directions Responds to who, what, when, where, why, yes/no questions using descriptive

sentences Asks questions to clarify Retells stories with at least five story elements using descriptive sentences Paraphrases expository text read aloud using descriptive sentences with

teacher guidance (grades 4, 5) Identifies main idea and gives two supporting details with teacher guidance

EALR 1: The student uses listening and observation skills and strategies to gain understanding.Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.Beginning (EALR 1 Comp. 1.2)

Makes simple inferences from physical and/or visual cues and responds appropriately (cg., body language, gestures)

Listens for and identifies personal connections to events and/or one’s own feelings related to an event using words and gestures

Identifies various types of mass communication using words and gestures (eg., television, radio, advertisements, signs, movies, magazines)

Advanced Beginning (EALR 1 Comp. 12) Makes simple inferences Listens for and identifies personal connections to events and/or one’s own

feelings related to an event using words and phrases Draws simple conclusions from auditory and visual information using

words and phrases Summarizes stories with teacher guidance using words and phrases Identifies fact, fiction, and opinion in mass media using words and phrases Identifies the purpose of media (eg., to inform, to entertain, to persuade) using

words and phrasesIntermediate (EALR 1 Comp. 1.2)

Identifies various types of mass communication using simple sentences (eg.,


television, radio, advertisements, signs, movies, magazines) (grades 1, 2) Makes inferences Listens for and identifies personal connections to events and/or one’s own

feelings related to an event using simple sentences Draws simple conclusions from auditory and visual information and content

areas using simple sentences Summarizes stories, information, and videos with teacher guidance using

simple sentences with teacher guidance (grades 4,5) Identifies and explains examples of persuasion used in mass media using

simple sentences with teacher guidance (grades 4, 5) Advanced (EALR 1 Comp. 1.2)

Makes inferences Listens for and identifies personal connections to events and/or one’s own

feelings related to an event using descriptive sentences Draws conclusions from auditory and visual information in content areas

using descriptive sentences Summarizes stories, information, and videos with teacher guidance using

descriptive sentences Identifies and interprets specific nonverbal cues with teacher guidance (eg.,

body language, facial expressions, eye contact/movement) Explains feelings in the eye contact/movement) Explains difference between fact and opinion and compares examples using

descriptive sentences (grade 3) Identifies point of view in an oral story or video using descriptive sentences

with teacher guidance (grades 4, 5) Explains how fact and opinion are used to persuade in mass media using

descriptive sentences with teacher guidance (grade 5)EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

Component 2. 1: Uses language to interact effectively and responsibly in a multicultural context.Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.Component 2.3: Uses skills and strategies to communicate interculturally.

EALR 2 applies to all students. The skills and strategies required to interact/work effectively with others apply to ALL students, regardless of first language, cultural background, and/or English language proficiency. However, there are considerations that need to be made when addressing communication skills across cultures.

Language is used and understood within a cultural context. A student learning English is also learning the culture and discourse of American schools. The cultural components of language and discourse need to be explicitly taught. At the same time, it is crucial that schools honor and respect the cultures and languages that students bring to the classroom. Language is used for different purposes ranging from informal, face-to-face communication to formal presentations to a large group. To communicate effectively, the speaker needs to adjust language used to the audience and purpose. This is known as


register. English language consists of many different registers, including conversational or social English and academic English.Students and educators need to realize that variations exist between different cultures, including:

Behavior appropriate to nonverbal communication. Body language norms. Appropriate distance to maintain while communicating with someone. Formal and informal gestures and body language. Nonverbal cues.

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations. Component 3.2: Uses media and other resources to support presentations.Component 3.3: Uses effective delivery.Beginning (EALR 3, Comp. 3.1)

Faces the audience as a member of a group Chooses visuals to match topic Uses visual aids with teacher guidance (cg., illustrations, photos, realia)

Advanced Beginning (EALR 3 Comp. 3.1) Speaks loudly enough to be heard by the audience using words and phrases Selects a topic for shared presentation (eg., to inform, to telI a story) Uses planning tools (eg., simple graphic organizers and/or drawings) Uses visual aids with teacher guidance Uses presentation technology with teacher guidance Uses reliable online sources with teacher guidance (native language if

appropriate)Intermediate (EALR 3 Comp. 3.1)

Uses presentation technology with teacher guidance Uses reliable online sources with teacher guidance (native language if

appropriate) Uses simple sentences with inconsistent use of syntax, tense, plurals, and

subject/ verb agreement Uses appropriate words for topic Selects a topic for a specific audience and purpose and plans a presentation Uses planning tools (eg., graphic organizers and/or drawings) Selects the most relevant information from multiple resources Credits main source

Advanced (EALR 3 Comp. 3.1) Uses planning tools (eg., graphic organizers and/or drawings) Selects the most relevant information from multiple resources to appeal to the

interest and background knowledge of the audience with teacher guidance Gives credit to the main source for selected information Support ideas with three details or examples Organizes ideas with teacher guidance Uses visual aids


Uses presentation technology with teacher guidance Uses reliable online sources with teacher guidance Uses descriptive sentences with common grammatical forms, with some errors Uses appropriate words and delivery for different audiences and purposes

EALR 4: The student analyzes and evaluates the effectiveness of communication.Component 4.1: Analyzes effectiveness of one’s own and others’ communication.Beginning (EALR 4 Comp 4.1)

Seeks feedback from teacher and/or peers to improve communication (clarify meaning)

Advanced Beginning (EALR 4 Comp. 4.1) Seeks feedback from teacher and/or peers to improve communication (clarify

meaning)Intermediate (EALR 4 Comp. 4.1 )

Seeks feedback from teacher and/or peers to improve communication (eg., differentiated rubrics and checklists)

Identifies a strengths and an area needing improvement in one’s own communication using classroom criteria with teacher guidance

Advanced (EALR 4 Comp. 4.1) Seeks feedback from teacher and/or peers to improve communication (eg.,

differentiated rubrics and checklists) Identifies a strengths and an area needing improvement in one’s own

communication using classroom criteria (eg., a checklist for group work or presentations in which student identifies the presence or absence of the criteria)

EALR 4: The student analyzes and evaluates the effectiveness of communication.Component 4.1: Analyzes effectiveness of one’s own and others’ communication.Beginning (EALR 4, Comp. 4.1)

Attends to speakers in information conversations and formal presentationsAdvanced Beginning (EALR 4 Comp. 4.1)

Responds based on classroom criteria with teacher guidance (eg., gestures, words and phrases)

Intermediate (EALR 4 Comp. 4.1) Identifies elements of communication based on classroom criteria and offers

feedback using simple sentencesAdvanced (EALR 4 Comp. 4.1)

Explains elements of communication based on classroom criteria and offers feedback using descriptive sentences

EALR 4: The student analyzes and evaluates the effectiveness of communication.Component 4.2: Sets goals for improvement.Beginning (EALR 4, Comp. 4.2)

Sets a goal with teacher guidanceAdvanced Beginning (EALR 4, Comp. 4.2)

Sets a goal with teacher guidanceIntermediate (EALR 4, Comp. 4.2)

Sets a goal with teacher guidance and explain why that goal is important using simple sentences


Monitors goals using a checklistAdvanced (EALR 4, Comp. 4.2)

Sets goals using feedback and creates a plan to meet the goals using descriptive sentences

Monitors progress toward implementing time plan

Social Studies – Grade 4EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

1.2.2 Understands how and why state and tribal governments make, interpret, and carry out policies, rules, and laws.

EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

2.1.1 Understands and analyzes the costs and benefits of people’s decisions to move and relocate to meet their needs and wants.

EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

3.1.1 Constructs and uses maps to explain the movement of people. 3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries.

Component 3.2: Understands human interaction with the environment. 3.2.3 Understands that the geographic features of the Pacific Northwest have influenced the movement of people.

EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.4.1.2 Understands how the following themes and developments help to define eras in Washington State history from time immemorial to 1889:Immigration and settlement (1811—1889).

Component 4.2: Understands and analyzes causal factors that have shaped major events in history.

4.2.1 Understands and analyzes how individuals caused change in Washington State history.


Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

Component 4.4: Uses history to understand the present and plan for the future.4.4.1 Understands that significant historical events in Washington State have implications for current decisions.

EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions. 5.1.2 Evaluates the accuracy of primary and secondary sources.

Component 5.2: Uses inquiry-based research.5.2.1 Creates and uses a research question to conduct research on an issue or event.5.2.2 Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts and/or primary sources in a paper or presentation. 5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source.

Science – Grade 4EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.

Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

Investigating SystemsQuestioning2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. Modeling2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.Communicating2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.

Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

Designing SolutionsIdentifying Problems


3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.

Science, Technology, and SocietyAll Peoples Contribute to Science and Technology3.2.1 Understand that science and technology have been practiced by all peoples throughout history. Relationship of Science and Technology3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.Environmental and Resource Issues3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

V. VOCABULARYabandon annotate benefits bowsadapted antelope belief system braveadobe apron Bible breached clothsadorned arrows blacksmith buckskinagriculture attire bluff buffalo chipsalkali axles bold bunk bedsammunition barter bolts of cloth conflictcalico celebrations bonnet contrastcandlesticks challenges cistern convertcanvas Chimney Rock clash Courthouse Rockcaravan Cholera Columbia River covered wagonCayuse Christianity commissioned coyotecrop chronological order compare creator

cultivate designs Dysentery Dysenteryculture diaries early settler early settlerdeer diseases elder elderdepression dissention elk elkdescent drumming emigrant emigrantemigrant wagon fort ort gambling

endure Fort Boise Fort Boise gatherfatigue Fort Laramie Fort Laramie ginghamfeatherbeds Fort Vancouver Fort Vancouver Green River

Rendevousflannel Fort Walla Walla Fort Walla Walla gristmill

flint fringe fringe hail stormhand pump hem Jail Rock leather


hardship ignite jerky leggingshardtack Independence Rock johnnycake Lewis and Clark

harness Indian journals Liberty, Missouri

harvest influx journey linenheathens intimidate knives Livestockloft Militia mutton orphanlonghouse migrated Native American outhouse

Louisiana Purchase mission nature overlander

Manifest Destiny missionary nets oxen

massacre mortar Oregon Country pack mule

meadow Mother Earth Oregon Territory pass

measles mountain Oregon Trail peacepemmican preacher religion routepestle protection rendezvous rye grassplant cuttings provisions resources sabbathPlatte River quillwork revenge saddlesporcelain raft rite sadironprairie raid roots Sagasash sermon South Pass structuresavage settlement Snake River suppliesScurvy settler spare tannedseasonal scraped spinning wheel teepeesSecond Great Awakening

shelter stakes Ten Commandments

sequential sidesaddle St. Louis, Missouri tewat (medicine man)

tools trunk venture westward expansiontimeline tule vocation Whitman Missiontrader two-skin dresses Waiilatpu wooltraditions Typhoid Walla Walla Valley worshiptrapper undershirts weapons xenagoguetribe venison weary Yokeszephr

VI. ORAL LANGUAGE/READING/WRITING SKILLS Use complete sentences to communicate orally and through written language Writing process


Express personal thoughts in a group Demonstrate respect in listening to others Words in context Recall specific details Cause/effect relationships Predicting outcomes Read and write charts, poems, books, and student writing Journaling Analyze and apply literary elements Written and oral activities

VII. MATHEMATICS/SCIENCE/SOCIAL STUDIES SKILLS Measurement (Size, Length) Calculation (Perimeter, Area) Graphing (Bar, Pictorial, Pie) Map Skills Comparative Input: Missionaries and Cayuse Indians Examine cultural clash between Missionaries and Cayuse Indians Examine Early US, trail, fort, mission, and tribal lifestyles Graphic organizer – World Map and US Map Insert

RESOURCES AND MATERIALS

OREGON TRAIL/WHITMAN MISSION

NONFICTION

Harness, Cheryl. The Tragic Tale of Narcissa Whitman and a Faithful History of the Oregon Trail. Illustrated by Cheryl Hines. National Geographic, 2006. 144 p.

Erickson, Paul. Daily Life in a Covered Wagon. Puffin, 1997. 48 p.

Jeffrey, Julie Roy. Converting the West: A Biography of Narcissa Whitman. University of Oklahoma Press, 1991.

Levine, Ellen. If You Traveled West in a Covered Wagon. Illustrated by Elroy Freeman. Scholastics Paperbacks, 1992. 80 p.

Morley, Jacqueline and David Salariya. How Would You Survive in the American West? Illustrated by David Antram. Children’s Press, 1997. 48 p.

Morley, Jacqueline and David Salariya. You Wouldn’t Want to be an American Pioneeer!: A Wilderness You’d Rather Not Tame. Illustrated by David Antram. Children’s Press, 2002. 32 p.


Lansing, Ronald B. Juggernaut: The Whitman Massacre Trial 1850. Ninth Judicial Circuit, 1993. 140 p.

Trinklein,Michael J. Fantastic Facts About the Oregon Trail. Trinklein Publishing, 1995. 50 p.

Kalman, Bobbie. A Visual Dictionary of the Old West. Crabtree Publishing Company, 2008. 32 p.

Brink, Carol Ryrie. Narcissa Whitman, Pioneer to the Oregon Country. Illustrated by Samuel Armstrong. Row, Peterson, 1950. 36 p.

Helm, Myra Sager. Lorinda Bewley and the Whitman Massacre. Metropolitan, 1951. 95 p.

King, David. Pioneer Days: Discover the Past with Fun Projects, Games, Activities & Recipes. Wiley, 1997. 128 p.

O’Brien, Mary Barmeyer. “Orphaned on the Oregon Trail: The Story of Catherine Sager.” in Toward the Setting Sun: Pioneer Girls Traveling the Overland Trails. TwoDot, 1999. p. 57-66.

Greenwald, Barbara. A Pioneer Sampler: Daily Life of a Pioneer Family in 1840. Sandpiper, 1998. 240 p.

Saunders, Mary. The Whitman Massacre: A True Story by a Survivor of This Terrible Tragedy Which Took Place in Oregon in 1847. Ye Galleon Press, 1977. 56p.

Jessett, Thomas E. The Indian Side of the Whitman Massacre. Ye Galleon Press, 1986. 37 p.

May, Christina Rae. Pioneer Clothing on the Oregon Trail. Drigh Sighed Publications. 85 p.

Place, Marian T. Marcus and Narcissa Whitman, Oregon Pioneers. Illustrated by Gerald McCann. Garrard Pub. Co., 1967. 80 p.

FICTION

Hopkinson, Deborah. Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, Cherries (and Children) Across the Plains. Illustrated by Nancy Carpenter. Anthenium Books for Young Readers, 2004. 34 p.

Kudlinski, Kathleen V. Facing West: The Story of the Oregon Trail. Illustrated by James Watling. Puffin, 1996. 64 p.

Shields, Cornelia. Seven for Oregon: A Novel Based on the Sager Family’s True Adventure. Green Springs Press, 1988. 288 p.


Gregory, Kristina. Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell, 1847. Scholastic, Inc., 1997. 168 p.

Nolan, Cecile Alyce. Journey West on the Oregon Trail: Children’s Adventures. Rain Dance Pub. Co., 1993. 191 p.

Egbert, Elaine. Moccasins through the Rye. Review and Herald, 1980. 128 p.

Frazier, Neta Lohnes. Stout-Hearted Seven. Harcourt Brace Jovanovich, 1973. 174 p.

Jackson, Dave and Neta Jackson. Attack in the Rye Grass. Illustrated by Julian Jackson. Bethany House, 1994. 158 p.

Morrow, Honoré. On to Oregon! Illustrated by Edward Shenton. Morrow, 1946. 239p.

Williams, Ann West. Narcissa & Marcus Whitman: Martyrs on the Oregon Trail: The Story of the First American Missionaries to Make the Covered Wagon Crossing. Association Press, 1954. 151 p.

Van Leeuwen, Jean. Bound for Oregon. Puffin, 1996. 176 p.

MAPS

Granzwa, Gregory. Maps of the Oregon Trail. St. Louis: The Patrice Press, 1990.

Becker, Ann. Map Types. Crabtree Publishing Company, 2009. 32 p.

Sandvold, Rolf. Reading Maps. Crabtree Publishing Company, 2009. 32 p.

Torpie, Kate. Drawing Maps. Crabtree Publishing Company, 2009. 32 p.

Torpie, Kate. Map Parts. Crabtree Publishing Company, 2009. 32 p.

Magazines

Tenney, Elizabeth. “The Whitmans’ Mission.” in The Oregon Trail. Cobblestone Publications, 1981. p. 10-14.

MUSIC

Dance Music of the Oregon Trail by Phil & Vivian Williams (Audio CD - 2007)

UMATILLA SONGSSingers: Jay Minthorn, Charles McKay, Bill Johnson & Malcolm Minthorn. Includes 16 Umatilla Pow Wow songs: 8 War Dance songs and 8 Circle Dance songs. Recorded in 1970 in Mission, Oregon. CD


http://www.amazon.com/Dance-Music-Oregon-Vivian-Williams/dp/B000NIJ24E/ref=sr_1_1?ie=UTF8&s=music&qid=1247538455&sr=1-1

http://www.amazon.com/Phil-%26-Vivian-Williams/e/B001LI9B50/ref=ntt_mus_gen_pel

VETERANS SONGS, CDLakota ThunderWarriors have always held an esteemed position within the Native Culture. Veteran's songs are used at the opening and closing of celebrations and ceremonies; from small gatherings to inter-tribal pow-wows. The sound of the drum echoes the heartbeat of the Native Nation.

REFERENCES FOR TEACHERS

Thompson, Erwin N. Shallow Grave at Waiilatpu: The Sagers’ West. Oregon Historical Society, Revised Edition, 1973. 178p.

Thompson, Erwin N. Whitman Mission: National Historic Site. National Park Service Historical Handbook Series No. 37. Washington, D.C., 1964. 92p.

Bragg, L.E. “Narcissa Prentiss Whitman, 1808-1847: Massacre at Waiilatpui.” in More than Petticoats: Remarkable Washington Women. Twodot, 1998. p. 8-24.

Boule, Mary Null. Plateau Region: Cayuse, Walla Walla and Umatilla People (Native Americans of North America). Illustrated by David Liddell. Merryant Publishers, 2000. 64 p.

Daughtery, James Henry. Marcus and Narcissa Whitman, Pioneers of Oregon. Viking Press, 1953. 158 p.

Kimball, Violet T. Stories of Young Pioneers in Their Own Words. Mountain Press, 2000. 225 p.

Karson, Jennifer. Wiyaxayxt/ Wiyaakaa'awn / As Days Go by: Our History, Our Land, Our People-the Cayuse, Umatilla, And Walla Walla. Oregon Historical Society Press, 2006. 263 p.

Sager, Catherine, Elizabeth, and Matilda. The Whitman Massacre of 1847. Ye Galleon Press, 1981.

WEBSITES

National Park Service, U.S. Department of the Interior. Whitman Mission National Historic Site, Washington. December 5, 2006. Accessed February 9, 2007. http://www.nps.gov/whmi/index.htm

The West Film Project. Westward I Go Free. 2001. Accessed February 9, 2007. http://www.pbs.org/weta/thewest/program/episodes/two/westwardfree.htm

Wilma, David B. Fourteen Die in the Whitman Massacre at Waiilatpu on November 29, 1847. HistoryLink.org Essay 5192. February 14, 2003. Accessed February 9, 2007. http://www.historylink.org/essays/output.cfm?file_id=5192


http://www.historylink.org/essays/output.cfm?file_id=5192

http://www.pbs.org/weta/thewest/program/episodes/two/westwardfree.htm

http://www.nps.gov/whmi/index.htm

AGENCIES AND HISTORIAL SITES

Whitman Mission National Historical Site 328 Whitman Mission Road Walla Walla, WA 99362

National Forest ServiceUmatilla National ForestWalla Walla Ranger District1415 West Rose StreetWalla Walla, Washington 99362Tel: 509-522-6290 (To obtain information on the Whitman Route of the Oregon Trail)

National Historic Oregon Trail Interpretive Center22267 Oregon Highway 86 P.O. Box 987 Baker City, Oregon 97814-0987 Telephone: (541) 523-1843 / Fax: (541) 523-1834

Tamastslikt Cultural Institute72789 Highway 331Pendleton, Oregon 97801


The Whitmans (4)UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Three Personal Standards with Super Historian Awards Cognitive Content Dictionary with Signal Word Big Book – Whitman’s Journey and The Important Thing about the Whitmans Observation Charts Inquiry Chart Realia Historian Awards Personal Interaction

II. INPUT Pictorial Input– Life in the Early United States Narrative – Apples to Oregon Graphic Organizer – World Map and United States Map Comparative Input – Cayuse Indians and the Missionaries 10/2 Lecture with Primary Language Read aloud

III. GUIDED ORAL PRACTICE T-Graph for Social Skills Team Points Picture File Cards – Observe, Classify, Categorize, Label, Highlight – Why? Exploration Report Poetry and Chants

o Whitmans Here, Thereo I Amo Home, Home on the Missiono Manifest Destiny Cadenceo Yes Ma’amo Historian Bugaloo

Sentence Patterning Chart Team Tasks Process Grid Personal Interaction Oral Book Sharing

IV. READING/WRITINGA. TOTAL CLASS

Expository Group FrameCause/Effect (Cultural Differences)Compare/Contrast (Missionaries and Native Americans)

Coop Strip Paragraph with Responding, Revising, and EditingPoetry Frame and Flip Chant


Narrative – Story MapRead Alouds

B. SMALL GROUP (anything modeled whole class)Team Tasks

Strip BookEar-to-Ear ReadingStory MappingFlexible Group Reading SQ3R – Northwest Immigration and Settlement – “How did the Whitmans help to define the history of the Pacific Northwest from 1836 to 1847?”

Leveled Reading GroupsELD Group Frame

Struggling and Emergent Readers (Coop Strip Paragraph)Above Grade Level Readers (Clunkers and Links-Measles and Blood)

Expert Groups – Trail Life, Fort Life, Mission Life, Tribal LifeFocused ReadingBig Books

C. INDIVIDUAL USELearning LogsInteractive JournalsPersonal ResponsePoetry BookletReading/Writing Choice timeAdd to the walls- anything practiced in teams

D. READING/WRITING WORKSHOPMini-LessonsWriteAuthor’s ChairConferencePublishing

V. CLOSURE/EVALUATION/ASSESSMENT1. Process All Charts Daily2. Portfolio Assessment: Teacher and Self-Assessment3. Assessment of Skills in Group Frames and Learning Logs4. Assessment of Personal Process Grid5. Team Exploration

a. Teacher/Student Rubric6. Personal Exploration

a. Teacher/Student Rubric


7. Team/Class Social Action Plan – Continued Support of the Whitman a. Mission

8. Framed Letter Home9. Teacher and Student Made Quizzes – Historical Significance


THE WHITMANS (Level 4)SAMPLE DAILY LESSON PLAN

DAY 1:

Focus/Motivation

Three Personal Standards – Super Historian Awards Cognitive Content Dictionary with Signal Word: mission Observation Charts Inquiry Chart Big Book: The Whitman’s Journey Portfolios

Input

Graphic Organizer – World Map with US Map Insert: Discuss Westward Expansiono 10/2 Lecture with Primary Language Groupso Learning Log o ELD Review

Guided Oral Language

Poetry/Chant – “Here, There” T-Graph for Social Skills – Team Points Picture File Team Activity – Free Exploration; Classify/Categorize Exploration Report Personal Interaction: What would you have found exciting about traveling west as a

pioneer?

Input

Pictorial Input – Life in the Early United Stateso 10/2 Discussiono Learning Log – ELD Review

Reading/Writing

Flexible Reading Groups Writer’s Workshop

o Mini-Lesson – Sketch to Write – Visit to Whitman Missiono Writeo Author’s Chair

Closure

Interactive Journals


Home/School Connection: Immigration Process Charts

DAY 2:

Focus/Motivation

Three Personal Standards – Super Historian Awards Cognitive Content Dictionary with Signal Word: provisions Process Home/School Connection Review Input Charts with word cards, sketches and real pictures Process Chants: Highlight, sketch, add pictures Big Book

o The Important Book – The Important Thing about the Whitmans…

Input

Narrative Input – Apples to Oregon by Deborah Hopkinson and Nancy Carpentero 10/2 Discussiono Learning Log

Timeline– Marcus and Narcissao 10/2 Discussiono Learning Log


Chant: Historian Bugaloo

Team Tasks Review T-Graph for Social Skills

Expert GroupReading/Writing

Reading/Writing Choice Writer’s Workshop

o Mini-Lesson – Story Starterso Writeo Author’s Chair

Closure

Review Charts Interactive Journals Home/School Connection: Manifest Destiny


Day 3:

Focus/Motivation

Three Personal Standards – Super Historian Awards Cognitive Content Dictionary with Student Selected Vocabulary Process Home/School Connection Review Narrative Input with Word Cards and Conversation Bubbles Review input with word cards Process Chants: highlight, sketch, add picture file cards

Input

Comparative Input – Missionaries and Cayuse Indianso 10/2 Discussiono Learning Log


Chant: I Am Sentence Patterning Chart

o Reading and Trading Gameso Flip Chant/Poetry Frameo Strip Book

Flexible Groups- Expertso Team Tasks

Mind Map Process Grid Game

Reading/Writing

Guess My Category Cooperative Strip Paragraph

o Topic Sentenceo Respond, Revise, Edit

Writer’s Workshopo Mini-Lesson – Adding Description to Writingo Writeo Author’s Chair

Closure

Interactive Journals Home/School Connection: Cayuse Indians


Day 4:

Focus/Motivation

Three Personal Standards – Super Historian Awards Cognitive Content Dictionary with Signal Word using Student Selected Vocabulary Process Home/School Connection Review input with word cards Review Narrative with story Map Process Poetry; highlight, sketch, add picture file cards Read aloud


Chant: Home, Home On the Mission Oral Team Evaluation

Reading/Writing

Flexible Group Reading:o Flexible Grouping: Clunkers and Links with SQ3R: Measles and Bloodo ELD Group Frame: Narrative Story Retell

Team Tasks Oral Evaluation Found Poetry Writer’s Workshop

o Mini-Lesson – Story Conclusionso Writeo Author’s Chair

Closure

Interactive Journals Home/School Connection: Challenges Process Chants


Day 5:

Focus/Motivation

Three Personal Standards – Super Historian Awards Cognitive Content Dictionary with Signal Word using Student Selected Vocabulary Process Home/School Connection Process Chants: highlight, sketch, add picture file cards


Chant: Manifest Destiny Cadence Flexible Grouping Struggling and Emergent Readers Team Tasks Team Evaluation, Team Presentation

Reading/Writing

Memory Bank Read Aloud:

o Listen and Sketch Ear-to-Ear Reading with Poetry Booklet Jeopardy Focused Reading

o Walk the Walls with Personal Cognitive Content DictionaryClosure

Knowledge/Graffiti Walls Jeopardy Review All Charts Process Inquiry ChartEvaluate Week

o Determine Class Action Plan: Write an expository letter to the Department of the Interior of the United States explaining the importance of continued support for the Whitman Mission

o Framed Letter Home


The Important Thing about the WhitmansBig Book Text

By Diana Erickson and Connie Taylor-Randall

The important thing about the Whitmans was that they assisted the United States of America in claiming the Oregon Country.

After the Louisiana Purchase and the Westward Movement, the United States felt it was critical to claim what was known as the Oregon Country so that the British, French, and Spanish would not claim it.

But the most important thing about the Whitmans was that they assisted the United States of America in claiming the Oregon Country.

Narcissa Prentiss and Marcus Whitman, who lived on the east coast of the United States, had a lifelong interest in missionary work. They considered missionaries heroic because they brought Christian ideas and western culture to heathens.


In 1833, the Reverend Samuel Parker visited the east coast to recruit missionaries to go to the Oregon Country. In 1834, on separate occasions, Marcus and Narcissa heard him speak and each saw the opportunity to fulfill a lifetime ambition of becoming missionaries. They were married in 1836 and set out on their journey.


The route that the Whitmans followed to reach the Oregon Country would later be known as the Oregon Trail over which thousands of pioneers traveled. Narcissa Whitman and Elisa Spaulding, another missionary woman, were the first women to travel this route. It was a long, arduous, and dangerous six-month journey with many challenges along the way.


Once the Whitmans reached the Oregon Country, they established the Whitman Mission, known as Waiilatpu, near present day Walla Walla. Their hope was to teach the Indians of the area about Christianity. Not only was Narcissa Whitman one of the first two women to cross the entire continent, her daughter, Alice Clarissa was the first child born to a United States citizens in the Pacific Northwest. These two events inspired many families to follow for they proved that families and homes could be successfully established in Oregon.


In the fall of 1842, two important events occurred. The first large group of emigrants to travel to the Oregon country stopped at the Waiilatpu mission for rest and supplies. The second event was that American Board of Commissioners of Foreign Missions received reports of dissension among the missionaries and ordered the Whitmans to close Waiilatpu.



Marcus Whitman was desperate to save his mission. He undertook a very hazardous journey during the winter of 1842-43 when he rode on horseback all the way to Washington, D.C. where he talked with President John Tyler and Congress. They were very eager to hear from someone who had been to the Oregon Country. In New York, he talked with a famous newspaper editor, Horace Greeley, and then finally, he went to Boston and successfully pleaded with the Board of Missions to keep Waiilatpu open.


In 1843, on Dr. Whitman’s return trip to the Whitman Mission, he helped guide the first wagon train of emigrants to the Columbia River. This provided the final thrust for the western expansion of the United States. From then on, Waiilatpu was a haven for the weary or sick overland traveler.


The Whitmans worked alongside the Cayuse and Walla Walla Indians for 11 years attempting to teach the Indians principles of Christianity and the rudiments of agriculture. Dr. Whitman also provided medical services and Narcissa Whitman taught school.

The Indians, who were nomadic and moved with the seasons in search of food such as roots, berries, fish, and wild game, were not accustomed to living in one place and raising crops and animals for food. This was a very different lifestyle for them.


With increasing numbers of emigrants entering the Indian’s country and taking their land, the Cayuse felt that their way of life was in danger. Their fears grew when in 1847, a measles epidemic spread rapidly among the Indians. The Cayuse had no natural resistance to the new disease and over half of the tribe died. Dr. Whitman’s medicine helped the white children, but not the Cayuse so they thought they were being poisoned to make way for more whites.


It was Cayuse tradition that if a patient died after being treated by the “medicine man” or Dr. Whitman, the family of the patient had the right to kill the medicine man. On November 29, 1847, eleven Cayuse took part in what is now known as the “Whitman Massacre” killing Marcus Whitman, his wife, Narcissa, and eleven others.


The killings ended the missionary work among the Oregon Indians and led to a war against the Cayuse waged by settlers from the Willamette and Lower Columbia Valleys. This spurred Congress into creating the Oregon Territory in August of 1848, forming the first territorial government west of the Rocky


Mountains. It has become legend that “Whitman saved Oregon for the Americans”, making it seem that Whitman promoted a manifest destiny for the United States.



Timeline

September 4, 1802 - Marcus Whitman is born in Federal Hollow (later Rushville), New York

March 14, 1808 – Narcissa Prentiss is born in Prattsburg, New York 1809 – Marcus’s father dies; sent to live with uncle 1819 – Marcus and Narcissa attend religious revivals called the Second Great Awakening 1820 – Marcus tells his family he wants to be a minister 1823 – Marcus begins to study to be a doctor 1824 – Narcissa commits to missionary work 1825 – Marcus is licensed to be a doctor February 21, 1835 – Marcus and Narcissa meet at a missionary recruitment meeting; are

engaged the next day April 8, 1835 – Marcus is appointed as a missionary doctor and leaves to scout for

mission stations February 18, 1836 – Marcus and Narcissa are married and start west the next day Fall of 1836 – Marcus and Narcissa found Whitman Mission 1842 - Whitman Mission is popular stopping place for emigrants heading west 1842-1843 – Marcus travels back east in successful effort to save the mission 1847 – an emigrant wagon of settlers bring measles to the mission November 1847 – a small band of Cayuse Indians massacre the Whitmans and others


Whitmans Here, There ChantAdapted by Connie Taylor-Randall

and Diana Erickson

Whitmans here, Whitmans thereWhitmans, Whitmans everywhere.Daring Whitmans progressing tenaciouslyEmigrant Whitmans traveling boldlyResourceful Whitmans organizing meticulouslyAnd reverent Whitmans praying devoutly

Whitmans toward Manifest DestinyWhitmans across the Louisiana TerritoryWhitmans along the future Oregon TrailAnd Whitmans at Waiilatpu

Whitmans here, Whitmans thereWhitmans, Whitmans, everywhere.Whitmans ! Whitmans ! Whitmans !


Yes, Ma’amAdapted by Diana Erickson and Connie Taylor-Randall

Is this Marcus Whitman? Yes, ma’amIs this Marcus Whitman? Yes, ma’amHow do you know? He attended college and became a doctor.How do you know? His thoughts turned to ministry.Give me some examples. A license and degreeGive me some examples. Commissioned and appointed

Is this Narcissa Whitman? Yes, ma’amIs this Narcissa Whitman? Yes, ma’amHow do you know? Her heroes were missionaries.How do you know? She married to be a missionary.Give me some examples. Boardman and ParkerGive me some examples. Marcus and the Mission

Is this a Cayuse Indian? Yes, ma’amIs this a Cayuse Indian? Yes, ma’amHow do you know? He followed a seasonal cycle.How do you know? He established steady routes.Give me some examples. Rivers, mountains, and plains Give me some examples. Common sites and favorite spots

Is this the Whitman Mission? Yes, ma’amIs this the Whitman Mission? Yes, ma’amHow do you know? It is a western settlement.How do you know? It was founded by the Whitmans.Give me some examples. Mansion and the millsGive me some examples. Marcus and Narcissa

Did the mission have a conflict? Yes, ma’amDid the mission have a conflict? Yes, ma’amHow do you know? It was the scene of a tragedy.How do you know? People were massacred.Give me some examples. Resentment and diseaseGive me some examples. Blood and death


Historian BugalooBy Connie Taylor-Randall and Diana Erickson

I’m an historian and I’m hear to sayThere are dates to remember along the waySometimes I list, sometimes I date, but usually I just annotate

Past, present, history, tooDoing the historian bugaloo!

Bands of Indians did aboundLong before America indeed was foundCenturies long they did existYears before Christ they did subsist


The Whitmans blazed the future Oregon TrailNarcissa could go but only with a maleOff they went in 1836With no thought of an ending conflict


The journey ended and the mission was builtAlice Clarissa died and Narcissa felt guiltWaiilatpu served many a needBut Christianity did not succeed


The United States decided to expandFrom ocean to ocean, they wanted the landManifest Destiny was its nameWestward expansion was the game


The influx of settlers and diseaseEroded Indian trust to a big degreeCultures clashed and resentment stirredEnding with the Whitman Mission massacre



I AMAdapted by Diana Erickson and Connie Taylor-Randall

I’m a settler day and nightStart out with a religious riteWe do as we please with the landBuy and sell as we demandCultivate crops for our food supplyTend livestock so they don’t go awry

I plow the fieldsI milk the cows I’m a settler, I’m a settler, I’m a settler

I’m an Indian day and nightI keep the creator in my sightThe land provides for my band and meRespect the earth, it gives for freeCollecting berries and digging for rootsSalmon, deer, and elk are our pursuits

I made pemmicanI dried the meatI’m an Indian, I’m an Indian, I’m an Indian

I’m a missionary here to stateAn adobe house I do createI like to live in a special placeI build a structure in one spaceMud and rye grass are here to stayThese are the resources used today

I form bricksI dry the soilI’m a missionary, I’m a missionary, I’m a missionary

I’m a Cayuse here to stateA longhouse I do createI need to move from place to placeSo I built a structure that can leave the spaceTule plants and poles are here to stayThese are the resources used today

I cut the leavesI string the matsI’m a Cayuse, I’m a Cayuse, I’m a Cayuse


Home, Home On the MissionAdapted by Connie Taylor-Randall and Diana Erickson

Oh, give me a home where the Indians roamAnd the deer and the antelope playWhere seldom is heard the Bible’s good wordAnd the skies are not cloudy all day

Home, home on the missionWhere the settlers and children do playWhere you always hear God’s message so clearAnd the good doctor Marcus is near

How often we planted and plowed the rich landTeaching the Cayuse what’s rightThey caught on so quick with intellectual witAgricultural skills did ignite


We readily served the weary travelersWith drink, shelter, hope and some foodWe knew of the hardships that they had enduredAnd wanted to lighten their mood


Girls gathered wildflowers with songs in their heartsUnknowing of what would occurDiscontent was arising revenge on the brinkWe would never be like we once were



MANIFEST DESTINY CADENCEAdapted by Diana Erickson and Connie Taylor-Randall

We just know what we’ve been told,Narcissa and Marcus were very bold.Traveled over mountains and the plains,Whitmans drove oxen with wagon reins.

Sound off – MarcusSound off – NarcissaSound off – 1, 2, 3, 4, THE WHITMANS!

Educating heathens was the call,Spreading God’s word summer, winter and fall.Missionary work was in their blood,Converting the Indians was a dud.

Sound off – EducatingSound off – ConvertingSound off – 1, 2, 3, 4, THE INDIANS!

The culture clash was evidentDiffering beliefs created dissentIndians saw earth as precious to beholdThe settlers wanted it bought or sold

Sound off – EvidentSound off – DissentSound off – 1, 2, 3, 4 – CULTURE CLASH!

Droves of settlers caravanned out westManifest Destiny was the questIntimidation and measles came aboutThe Cayuse and Whitmans had a falling out

Sound off – CaravannedSound off – IntimidationSound off – 1, 2, 3, 4 – MANIFEST DESTINY!


The Whitman ABC BookA – adobe B – bonnet C – conflict D – drum E – emigrant F – fringe G – gristmill H – hardtack I – Independence, MissouriJ – journal K – knivesL – longhouse M – measles N – Native AmericansO – Oregon CountryP – provisions Q – quillworkR – raft S – sadironsT – tule U – undergarmentsV – venison W – WaiilatpuX – xenagogue Y – yokeZ – zephyr


The Whitman’s JourneyBy Diana Erickson

Based on a big book by Eric Whitemarsh

Today you are going to embark on a very important journey, a journey to the west. You will be joining Marcus and Narcissa Whitman on a six month and 2,000 mile (15 miles a day) journey to establish a mission in a new land.

Only 2,000 miles left to the west, and then you can rest.

The year is 1836. You are one of the 70 people and four hundred animals who are traveling to the west. You will cross mountains, deserts, and prairies to get to the Oregon Country. There will be many dangers: diseases, snakebites, and the weather.


So what do the Whitmans need for their trip west? Marcus spends $3,063.96 on provisions in Liberty, Missouri before leaving. That is more than $50,000 in today’s money!


You are very excited. You know it will be long and hard, but you have a plan. You will wake up before sunup, eat breakfast; load the wagon and hit the trail. There will be an hour break for lunch, travel 15 miles on the trail, about 6:00 p.m. set up camp for the night and by 9:00 p.m. be asleep for the night; then do it all over again 5:00 a.m. the next day- at least that’s the plan…first, you have to travel to Nebraska to join a caravan headed out west.


You now have had your first taste of life on the trail and while it has been exciting, you all now realize just how hard it will be. It is most difficult to cross rivers with their steep, muddy banks. After just two days and thirty miles along the way, you arrive at Fort Leavenworth. You are ready to collapse.


When you reach the Platte River, Marcus and two other men tie a rope to a canoe, and then swim alongside load after load until everything and everybody are on the other side of the river. It takes two whole days to do this. Then you have to cross the Elkhorn River, ride some more, and then cross the Loup River. Finally, ten days after leaving Fort Laramie, you see campfires in the distance. The rest of the caravan is there waiting for you to join them.


So far on the trail you have tried to cook bread, but it is difficult over a campfire. The bread is burned on the outside and doughy on the inside. Even worse, keeping bugs and dirt out of the food is nearly impossible. Enjoy your last good meal for a while.



At O’Fallon’s Bluff, you head towards the Rocky Mountains. Now it is mostly uphill. It is scary to go downhill where on the descents you have to use ropes and chains to keep your wagon from careening downhill too fast. If it happens, the animals could get crushed to death.

The feeling of excitement has been replaced with exhaustion and worry. There are wagon breakdowns, prairie winds, and hailstorms to endure.

Only 1,450 mile left to west, and then you can rest.

As you travel over the next forty miles you are amazed by the landscape. You can easily spot Courthouse Rock and Jail Rock. They stand 400 feet tall. Farther on, Chimney Rock stands 325 feet. The mules and oxen have to pull really hard to get you past Scotts Bluff.

When you reach Fort Laramie, it is a welcomed site. You have been on the trail for many weeks. Here you rest for a week.


Five days later, you come to the North Platte River crossing. The animals can swim, but it is quite an ordeal getting all of you people and your belongings across. You make rafts out of willow tree branches and buffalo hides and then pile on to get to the other side. You finally make it across and then travel 60 miles over rough, desolate land. When you reach Independence Rock, you chisel your name into it to let others know you have made it.

You travel on for two more weeks and reach South Pass on July 4th, 1836. This pass will take you across the Continental Divide. No female U.S. citizen has ever crossed the Divide, so Narcissa and Eliza are the first. It is so momentous that a senator makes a speech to Congress to inform them of it.


You feel you that you are getting closer now. You made a plan, you stuck to it and you have had good luck so far. Next you arrive at the Green River Rendezvous where hundreds of Indians from many different tribes meet up with around 200 fur trappers and traders.

After a week of rest, you hit the trail again, headed for Fort Hall where you stop only for a night. Although it is under British control, the man in charge shares some turnips from his vegetable garden and shows you rooms where you can sleep.

Next, you visit Fort Boise and you know that you are really close. Yes, you have had a hard journey, but you feel the excitement that you felt the day you left Missouri.

Only 385 miles left to the west, and then you can rest.

This leg of the journey isn’t any easier. The Snake River has to be crossed and the path just gets more rugged with the Blue Mountains ahead. When you reach the highest point, there is a lovely site to behold.

Everyone had talked about how beautiful and green the Oregon Country was. For the first time you see it yourself. After miles and miles of dry plains and desert, words can not explain the spectacular views you see now.


On September 3, you arrive at Fort Walla Walla - just a few miles from your future home. Everyone has survived so far, but the animals haven’t fared as well. Two horses and nine cattle were lost. You decide to go on to Fort Vancouver.

They tell you it is best to hire Native Americans to navigate the swirling waters of the Columbia River. They will help you float the rest of the way.

Only 200 miles left to the west, and then you can rest.

Finally in September, 1836, you make it to Fort Vancouver. It has been a long, hard journey, just as you knew it would be. Dr. John McLoughlin, the Chief Factor of Fort Vancouver, warmly welcomes you. He allows Narcissa and Eliza to spend a few weeks there while Marcus and Henry travel back to the Walla Walla region to stake out claims for their new missions.

You may be ready to rest, but it is now late fall and winter is just around the corner. To top it off, Narcissa is expecting her first child in the spring. Finally, Marcus returns to Fort Vancouver and takes you back to the place he has chosen to establish his mission. It is a place near the Walla Walla River and comes to be known as the Whitman Mission or Waiilatpu as the Cayuse Indians call it.

So you have made it west and you are ready to rest. Hold on though, you need to build a house, you might need some food………yes, you made it west, so much for the rest.


Tribal Life

In the first half of the 19th century, the Cayuse Indians lived in the eastern region of the Oregon Country near present day Walla Walla.

TraditionsThe Cayuse Indians had many important traditions. Adults taught the

children how to hunt, fish, and dig roots. They also taught them how to make and put up teepees.

Dancing, drumming and singing were an important tradition and part of their religion. Some songs were like prayers. Others told stories. Some honored births, deaths, and the changing of the seasons. They also sang songs that honored the salmon, roots, and other traditional foods that came in spring.

Elder people were respected for their age and wisdom. They told stories that taught lessons or explained how the Indians and creatures of the world came to be. The coyote was the main character in many stories.

Provisions Every family member had a job to do. Men and boys hunted and

fished. They also made arrows, weapons and tools and cared for the horses. The women and girls cooked, dried fish and meat, dug roots, picked berries, and made clothes and beautiful decorations. The women also set up and tended to the teepees. Grandmothers cared for the children, made hides into leather, and made tule mats.

The Cayuse made all of their clothing, tools and utensils from things found in nature. They decorated everyday things with beautiful designs that showed their love of the earth.


AttireMen wore long breached cloths and shirts made of deer, antelope, or

elk skin. All clothing was decorated with quillwork, painted designs and fringe. Men always wore a sash or a black leather belt.

Women wore two-skin dresses with deer tail yokes. These were decorated with porcupine quills and pony beads. They had fringe at the hem and on the sleeves. They also wore knee length leggings with garters below the knee.

ShelterCayuse Indians lived in longhouses. These were made out of lodge

poles covered with tule mats. The mats were placed on the poles and tied down. When they wanted to move, they removed the mats, rolled them up, and migrated.

ChallengesThe biggest challenge the Cayuse faced was when the white man

invaded their territory. Until the white man came, the Cayuse way of life was peaceful. After the white man came, the Cayuse culture began to fall apart.

Tribal people moved around to hunt, fish and gather berries. The white man wanted them to live in one place. This created a conflict.

The Cayuse did not want to change their belief system. They practiced many traditions that they had passed down for generations. It was not easy for them to adopt the ways of the white man.


Trail Life

In the 1840’s, many pioneers traveled across the Louisiana Territory to California on the Santa Fe Trail or the Oregon Country on the Oregon Trail.

TraditionsPioneers traveling out west had many traditions. Often they wrote in

journals or diaries. They also enjoyed reading to pass the time. The pioneers usually practiced some type of religion. They enjoyed celebrating the 4th of July and weddings.

During their travels, they walked most of the way with women carrying toddlers on their hips. The only rest they took during the day was about an hour for lunch. They usually went to bed early.

Pioneer children had to do chores. One was to help their mothers collect buffalo chips along the way which were used to fuel fires.

ProvisionsSpare wagons parts were carried underneath the light weight wagons.

Spare axles were strapped to the side of the wagon along with farming tools. They took mules, horses, milk cows and spare oxen.

They put a leather trunk with medicine, a bottle of matches, a big family

Bible and other special treasures inside the wagon. They had pots, pans and knives, also. There were two wooden boxes. One box had bolts of cloth, good linen, and the family’s best clothes. The other had plant cuttings.

They stacked thick canvas sacks with huge amounts of food inside thewagon. There was flour, bacon, hardtack, beans, rice, coffee, sugar, dried fruits, baking soda and vinegar. A few pieces of furniture held tents, poles, rope and stakes held in place.


ShelterPioneers set up tents inside a circle of wagons. Children would sleep in

the tents. The mother, father and infants slept on featherbeds in the wagon. The older boys slept in the open or under the wagon if it rained.

AttirePioneer men wore long sleeved flannel shirts with undershirts made of

wool all year long. Their clothing was for protection against the sun, rain, hot and cold. Heavy boots protected them against snake bites. Hats provided shade from the sun.

Women wore skirts made of wool that were a little shorter than usual to make it easier for them to walk over the rough ground. They also wore aprons to keep their dresses clean. On their heads they wore bonnets for shade.

ChallengesThe pioneers faced many challenges. Their wagons would often break

down. They also had broken axles. The iron tires on their wagons would become loose. They didn’t have brakes so it was dangerous going downhill. Wagons would often tip over. Oxen would get sick or die from alkali water.


Mission Life

In 1836, Marcus and Narcissa Whitman established the Whitman Mission in the Oregon Country near present day Walla Walla.Shelter

Missionaries’ homes were made of adobe. Adobe is mud bricks. Marcus and Narcissa Whitman and their daughter, Alice Clarissa, lived in the Mission House. It had two stories. The inside was dark. The main floor room was larger than the kitchen. It had a heating stove right in the middle. A staircase led to an upstairs open loft.

TraditionsMrs. Whitman told stories to the children. She also taught them to

sing. The boys rode horses. In the summer, the boys spent the night outside. Sometimes the girls joined them.

On Sundays, Sunday School started at 11 a.m. Every Sunday the children had to memorize 11 Bible verses. Worship service began at 3:00. Sunday evening was spent reading. Dr. Whitman taught the children the Ten Commandments.

School started on Monday and ended Saturday at noon. Children had to get up at 4 a.m. to do the wash before school started. The school year usually started near the end of October. It only lasted five to six months.

AttireMen wore flannel shirts, woolen undershirts and wool pants. Wool

protected them against the weather. They wore boots for protection from snake bites. They also wore hats to shade their faces.

Women usually wore wool skirts and aprons. These were hemmed an inch or two higher to make it easier for them to walk over the rough ground. They wore bonnets to protect their faces from the sun.

ProvisionsThere were no grocery stores where the missionaries could buy food.

Everything had to be grown.

In the spring, the women and girls planted a garden. They also collected wild fruits and vegetables. The boys took care of the cows,


chickens, and lambs. Milk, butter, cheese, beef, mutton, and chicken all came from these animals. The men and boys also fished.

Flour and cornmeal were ground in the mission’s gristmill. They had to be careful about how much they ate to make sure there was enough food during the winter.

The main room had a rocking chair, several couches, and a big bed. They sometimes used the couches as beds. Bunk beds lined the walls of the loft.

Pots and pans hung on hooks behind the stove in the kitchen. The shelf above the stove had sadirons and candlesticks. There was a long work table. There were blue and white porcelain dishes in the cupboard. There were also wooden washtubs and large kettles in the kitchen.

ChallengesThe missionaries faced many challenges establishing the Whitman

Mission. It was lonely and difficult to get supplies.

There were problems between the missionaries and the Cayuse Indians. The missionaries wanted the Indians to be Christians. Also, the missionaries thought the Indians should plant crops like they did.

As the United States expanded more to the west, people brought

diseases. The Cayuse got sick and died. They didn’t understand why the white man would make them sick.


Fort Life

In the 1800’s, forts were established in the Louisiana Territory, the Oregon Country, to support commerce and trading and protect the government interests.

TraditionsPeople traveling to the west would bring goods such as blankets,

tobacco, mirrors, bells, glass beads and alcohol to the forts. Trading parties then would go to Indian camps to trade these for animal hides, moccasins and belts.

At different times of the year, traders, emigrants and Indians would gather at the forts to trade.

Camping, repairing equipment, buying provisions and visiting with the Indians were the usual activities of fort life.

ShelterFirst, forts were built of logs. Later, they built some again using adobe

which lasted much longer. The main entrance to the fort often had two gates with a passageway between them. The inner gate had a little square window high above the ground. This allowed the people inside to see who was on the outside.

Inside the fort along one wall, there were storerooms, offices and apartments where people lived. These were either log cabins or wood frame structures. There were also tents for visitors to sleep in. On the other side, there was a corral for the animals.


ChallengesOne challenge of fort life was loneliness. Also, travelers from the east

had to bring them some of the supplies necessary to survive.Weather, illness and Indian attacks were also a constant worry.

AttireThe clothing in forts varied. The military people wore uniforms.

Trappers and traders wore clothes made of wool and linen as well as animal skins. The emigrants wore long-sleeved shirts, woolen pants, skirts and aprons, hats and bonnets. The Indians wore clothing made of animal skins decorated with quillwork, bead, and fringe.

ProvisionsIn the early years, people living in forts mainly ate buffalo meat and

venison. This changed once more families emigrated. They began to raise gardens, crops and animals in the forts. Dairies were also common. People traveling west, would also bring supplies.

Forts were usually constructed near rivers so there was plenty of water for drinking and for watering gardens.

A gristmill was used to grind grain into flour. There were also sawmills for cutting timber for buildings.


An excerpt fromAn 1839 Wagon Train Journal

Travels in the Great Western Prairies

The Anahuac and Rocky Mountains and in the Oregon Territory

By Thomas J. Farnham

25th. I was awakened at early dawn by the merry sounds of clapping boards, the hammer, the axe and the plane; the sweet melodies of the parent of virtue, at this cradle of civilization. When I rose everything was in motion. Dr. W.’s little herd was lowing in the river; the wild horses were neighing at the morning breeze; the birds were caroling in the groves. I said every thing was alive. Nay, not so. The Skyuse village was in the deepest slumber, save a few solitary individuals who were stalking with slow and stately tread up a neighboring bute, to descry the retreat of their animals. Their conical skin lodges dotted the valley above the mission, and imparted to the morning landscape a peculiar wildness. As the sun rose, the inmates began to emerge from them. It was a chilly hour; and their buffalo robes were drawn over their shoulders, with the hair side next the body. The snow white flesh side was fringed with the dark fur that crept in sight around the edges, and their own long black glistening tresses fell over it far down the back. The children were out in all the buoyancy of young life, shouting to the prancing steed, or betting gravel stones that the arrows upon their little bows would be the first to clip the sturdy thistle head upon which they were waging mimic war. The women were busy at their fires, weaving mats from the flag, or sewing moccasins, leggings or bunting shirts. Crickie was giving meat to his friends, who the past winter had fed him and taken care of him while lying sick.


Home/School Connection #1

Immigration

Name_____________________________________Date_________________

Dear Parents,We have been studying about Marcus and Narcissa Whitman, the

Whitman Mission, and how they immigrated west. People immigrated or moved because of various reasons or beliefs. These beliefs had an affect on the history of the United States. Using this piece of a patchwork quilt, discuss, write, or sketch the questions in each section.Signature of adult who worked with student: ___________________________________

InmigraciónNombre____________________________________fecha_______________Estimados padres,

Hemos estado estudiando sobre Marcus y Narcissa Whitman, la Misión Whitman, y como inmigraron al oeste. Personas inmigraron o se mudaron por varias razones o creencias. Estas creencias tuvieron efecto en la historia de los Estados Unidos. Usando este pedazo de colcha de retazos, habla, escribe o dibuja las preguntas en cada sección.


¿De dónde originalmente viene tu familia?

¿Qué trabajo tenía tu pariente?

Dibuja un árbol familiar.

¿Cuándo llegó tu familia a su destinación y cómo llegaron

allí?pariente que

Where did your family originally come from?

What job did your relative

have?

Draw picture of your family tree.

When did your family arrive at their destination and how did

they get there?

Interview a relative who could give you

information about

Conexión de hogar y la escuela #1

InmigraciónNombre________________________________fecha_______________Estimados padres,

Hemos estado estudiando sobre Marcus y Narcissa Whitman y como inmigraron al oeste y la misión que construyeron. Las personas inmigran o se mudan por varias razones o creencias. Estas creencias tuvieron consecuencias en la historia de los Estados Unidos. Usando este pedazo de colcha de retazos, habla, escribe o dibuja las preguntas en cada sección.Firma de adulto quien ayudaba al estudiante: ___________________________________


¿De dónde viene originalmente su familia?

¿Qué trabajo tenía su pariente?

Dibuja un árbol familiar.

¿Cuándo y cómo llegó su familia a su destino?

Entrevista a un pariente que podría darle información sobre su familia.


Manifest Destiny

Name ____________________________________________ Date__________________

Dear Parents,

We have been studying about Manifest Destiny in class. Manifest Destiny is the belief that the United State was destined to expand across the North American continent from the Atlantic seaboard to the Pacific Ocean.

TOGETHER: Please discuss: How have your beliefs affected your family history?

Signature of adult who worked with student: ___________________________________


Conexión de hogar y la escuela #2Destino Manifiesto

Nombre ______________________________ Fecha________________Estimados Padres,

Hemos estado estudiando acerca del Destino Manifiesto en la clase. El Destino Manifiesto es la creencia de que los Estados Unidos estaba destinado a extenderse por todo el continente de América del Norte desde el Atlántico hasta el Océano Pacífico. JUNTOS: Por Favor Hablen Sobre: ¿Cómo han afectado sus creencias a su historia familiar?

Firma de adulto quien ayudaba al estudiante: ___________________________________



Cayuse Indians

Name ____________________________________________ Date__________________

Dear Parents,

We have been studying about the Cayuse Indians in class. It was Cayuse tradition for the grandparents, mothers, and fathers to teach their children and grandchildren. They taught them to hunt, fish, dig roots, make teepees and put them up, how to dance and sing Indian songs. Their way of life has been handed down to them for centuries and generations.

TOGETHER: Please discuss: What traditions have been passed down in your family? What did you learn from your grandparents, your mothers, and your fathers? What would you like to pass on that you have learned? Signature of adult who worked with student: ___________________________________

Families usually have favorite traditions passed from generation to generation. Share one of your traditional family food recipes, songs, books, or other unique tradition



Indios Cayuse

Name ____________________________________________ Date__________________

Estimados Padres,

En clase, hemos estado estudiando acerca de los indios Cayuse en clase. Era tradición Cayuse que los abuelos, madres y padres enseñarán a sus hijos y nietos. Les enseñaban a cazar, pescar, escavar raíces, construir tiendas de campaña y colocarlas, cómo bailar y cantar canciones tradicionales. Su forma de vida se ha transmitido de generación en generación por siglos.

JUNTOS: Por favor hablen sobre: ¿Qué tradiciones se han pasado en su familia? ¿Qué han aprendido de sus abuelos, sus madres, y padres? ¿De lo que han aprendido qué les gustaría transmitir?

Firma de adulto quien ayudaba al estudiante: ___________________________________

Las familias generalmente tienen tradiciones favoritas que se transmiten de generación en generación. Comparten una de sus recetas de comida tradicional de la familia, canciones, libros, u otra tradición única.



Challenges

Name ____________________________________________ Date__________________

Dear Parents,

We have been studying about the Whitmans and their establishment of the Whitman Mission in class this week. During their journey and at the mission, they faced many challenges.

TOGETHER: Please discuss: What challenges has your family faced? How did you deal with the challenges?

Signature of adult who worked with student: ___________________________________A Sketch of One of Our Challenges



Desafios

Nombre ____________________________________________ Fecha__________________

Estimados Padres,

Esta semana hemos estado estudiando acerca de los Whitman y la misión que construyeron. Durante su viaje, y durante su estancia en la misión, se enfrentaron a muchos desafíos.

JUNTOS: Por favor hablen sobre: ¿Qué desafíos ha enfrentado su familia? ¿Cómo lograron vencer esos desafíos? Firma de adulto quien ayudaba al estudiante: ___________________________________

Un Dibujo de Uno de Sus Desafíos


Traditions Provisions Shelter Attire Challenges

Life in the First Half of the 19th Century in Upstate New York, USA

Family members had to share in the work

Supper was a small meal at night of leftovers or corn cakes

Went to bed early because they had to get up early

Worship important

Associations and networking critical

Everything had to be from off the land. Crops had to be sowed, cultivated, and harvested utilizing agricultural skills. Raised stock for food and by-products (hides for clothing, fat for fuel and candles, manure for fertilizer, bear fat for soap)

Established orchards

Large open fireplace No electricity No running water –used

hand pump Outhouses used Beds were straw

mattresses that felt lumpy and hard.

Wooden construction with large main quarters

One fireplace used for warmth and cooking.

Children had two ensembles. One worn during week and the other for Sundays or special occasions.

Girls always wore frocks made of linen or wool

Aprons also worn to protect frocks

Boys wore long cotton garments with woolen or linen trousers

Most children had one pair of shoes but were encouraged to go barefoot.

Shoes were

Water would freeze and have to be chopped to break the ice.

Hygiene not valued

Dirt ignored Labor – no

extra time Meteorological

conditions


expensive Straw and

newspaper was stuffed in shoes because boots were not available and weather was snowy and difficult.

Wore woolen scarves, socks, mittens, and sweaters

Hats had to protect from sun and weather



Trail Life in the 1840’s on the Oregon Trail

Journal writing or diary writing

Women carried toddlers on hip walking

Read Practiced

religion Celebrations

(weddings, July 4th)

Early Bedtime Walked Children had

chores Women and

children gathered buffalo chips

Nooning (Stopped for one hour rest)

Wagon had to be light

Spare wagon parts located underneath the wagon

Farming needs (tools) strapped to the side of the wagon

Inside leather trunk filled with medicines, bottle of matches, big family Bible, other special treasures

Wooden box filled with pots, pans, and cutlery

Wooden box filled with bolts of cloth, good linen, and the families best clothes

Inside a wagon circle, they set up their little wall tents

The children slept in the wall tents

The mother, father, and infants slept on the featherbed in the wagon

The older boys slept in the open and if it rained would sleep under the wagon

Men wore long sleeved flannel shirts with a woolen undershirt even in the middle of summer

Wool offers good protection against the sun, rain, and changes in temperature

Stout boots to protect against snake bites.

Broad-rimmed hat to keep the sun of the head, neck,

Wagon breakdowns

Oxen became sick and exhausted

Alkali water killed many oxen

Broken axles Iron tires

became loose Lack of brakes

on wagons Top heavy

wagons that tipped


Wooden box with plant cuttings in hopes of planting for an orchard

Stout double canvas sacks filled with huge amounts of food

Stacked on oneside of wagon bed are tents, poles, rope, and stakes which are held in place by a few pieces of furniture

A pair of oxen and a spare pair

Mules One or two

saddle horses Two milk cows Spare axles

and face Women

wore dresses of wool, but if the weather was good may wear checked gingham

Skirt is hemmed an inch or two higher than what would have been considered proper back east to make it easier for her to walk over the rough ground

Wears an apron to keep her dress clean

Sun bonnet worn to protect face



Fort Life in Forts Established in the 1800’s in the Louisiana Territory and the Oregon Country to Support Commerce and Trading and Protect the Government Interests

Brought goods such as blankets, tobacco, mirrors, bells, glass beads, and alcohol

Traders, emigrants and Indians gathered to trade

Camping, repairing equipment, buying provisions, and visiting with Indians were usual activities

Early years – ate buffalo meat and venison

Began raising gardens, crops and animals

Dairies common People traveling

west brought new supplies

Utilized water from nearby rivers for drinking and watering gardens

Gristmill – ground grain into flour

Sawmills – cut timber for buildings

Built of logs Eventually began using

adobe Main entrance – two

gates Inner gate – Little square

window high above the ground

Storerooms, offices, and apartments along one wall of fort

Log cabins or wood frame structures

Tents for visitors Corral for animals Build near rivers

Military wore uniforms

Trapper clothes – wool, linen, animal skins

Trader clothes – wool, linen, animal skins

Emigrants – Men wore long-sleeved shirts, woolen pants, hats while women wore skirts, aprons, bonnets

Indians – animal skins decorated with

Loneliness Supplies Weather Illness Indian

attacks


quillwork, beads, and fringe.



Tribal Life of the Cayuse Indians in the First Half of the 19th Century in the Eastern Region of the Oregon Country near Present Day Walla Walla

Grandparents, mothers, and fathers teach their children and grandchildren how to hunt, fish, dig roots, make teepees and put them up, how to dance and sing Indian songs

Every one has job to do

The women also set up and tended to the teepees.

Drumming and singing is an important part of their lives (religious and other special occasions)

Some songs are like prayers,

Salmon Roots Berries Deer Elk Dried fish and

meat

Special kind of tent called a longhouse

The covering was made out of tule mats

Mats were placed on the poles and tied down

When they wanted to move, they removed the mats, rolled them up, and were on their way

Men wore long breached cloths

Breach cloths were made of deer, antelope, or elk skin

Men wore white deer skin shirts and leggings adorned with quillwork, painted designs and fringe

Men always wore a sash or a black leather belt

Women

Invasion of the white man

Stable and peaceful until white man came

Integrity of tribal culture began to disintegrate in a noticeable way

Difficultly denouncing belief system and ancient ways

Tribal people were urged to be sedentary and they were used to being migratory


others tell stories, others honor births, deaths, and the changing of the seasons

Some songs honor the salmon, roots, and other traditional foods that come in the spring

The elder people were the story tellers and were valued and respected for their age and wisdom

The stories each taught lessons on how the Indians and the creatures of the world came to be

wore two-skin dress with deer tail yoke adorned with porcupine quills and pony beads with fringe at the hem and on the sleeves

Women wore kneelength leggings garnered below the knee.



Mission Life at the Whitman Mission Established in 1836 by Marcus and Narcissa Whitman near Present Day Walla Walla

Started school in late October lasting five to six months

School started on Monday and ended Saturday noon in order to prepare for the Sabbath

Sunday School started at 11 a.m. and they had to memorize 11 verses every Sunday

Sunday worship started at 3 pm

The evening was spent

Dried beef in winter

Mutton and fish in summer

Unbolted flour

Cornmeal Vegetables

from the garden

Milk Butter Cheese Chickens Cattle Rocking

chair Couch Long table Pots and

pans hanging on hooks behind stove

Shelf above

Constructiono Adobe

Mud bricks Two-story mansion (Mission) house

o Inside was darko Pantry where food was kepto Main floor room larger than

kitchen Heating stove in middle

of room Staircase led to upstairs

open loft

Men wore long sleeved flannel shirts with a woolen undershirt

Wool offers good protection against the sun, rain, and changes in temperature

Stout boots to protect against snake bites.

Broad-rimmed

Loneliness Food Supply Cultural

clashes Converting

the Indians to Christianity

Illness


reading and Dr. Whitman taught the Ten Commandments on Sunday evening

The girls frequently slept outside in the summer and the boys did sleep outside during the summer

Mrs. Whitman would tell stories

The boys would ride horses

Mrs. Whitman taught the children to sing

stove with sadirons and candlesticks

Hutch cupboard filled with blue and white porcelain dishes

Wooden washtub

Large kettles Big bed Several

couches that could be used for beds lining walls

Bunk beds lined the walls

hat to keep the sun of the head, neck, and face

Women wore dresses of wool

Skirt is hemmed an inch or two higher to make it easier for her to walk over the rough ground

Wears an apron to keep her dress clean

Sun bonnet worn to protect face



Traditions

Shelter

Attire

Provisions

Challenges

Life in the Early United States

MARCUS WHITMAN

Born September 4, 1802 to Beza and Alice Whitman, in Federal Hollow (later Rushville) New York. Growing up in a primitive area, he acquired knowledge and skills that he later needed in Oregon Rushville was located in western New York, and at the time was considered quite primitive. Growing up in these surroundings, tending a

carding machine (preparing wool for spinning), Marcus likely acquired the knowledge and skills early on that he later needed in Oregon Father died when he was seven years old Mother could not afford to care for all her children so Marcus was sent to live with his uncle, Freedom Whitman This is where he received education and a moral upbringing for five years His teenage years were spent in Plainfield, Massachusetts at a school taught by the Congregational pastor. At age 17 attended religious

revivals throughout New England, now known as the Second Great Awakening. Marcus had a conversion experience, and he decided that he wanted to become a minister

Returned to Rushville in 1820 (age 18), and he told his family he wanted to become a minister. Family not supportive of goal because it took seven years at that time to become a minister - four years of college, followed by three years in a theological seminary

Next three years, he worked in his stepfather's tannery and shoe business At age 21, he began studying to be a doctor as an apprentice and teacher In 1825, he enrolled in the College of Physicians and Surgeons of the Western District of New York - Fairfield; after sixteen weeks, he was

qualified for a license to practice medicine Practiced medicine in Canada for 2 ½ years Returned to Rushville, New York, and again his thoughts turned to ministry He entered preparatory study to become a minister He became ill and never completed In October 1831, he again entered College of Physicians and Surgeons, Fairfield, and achieved his Medical Doctor (M.D.) degree Considered very capable and qualified doctor of medicine with his two degrees and experience in being a physician Settled in Wheeler, New York, where he lived until 1835 Whitman was an active member of the community and was elected to be a trustee of the Wheeler Presbyterian Church in 1832 and 1833 In 1834, Marcus Whitman was brought to the attention of the American Board of Commissioners of Foreign Missions (ABCFM) in Boston,

Massachusetts On February 21, 1835, Marcus met Narcissa Prentice at a missionary recruitment meeting Appointed as a missionary doctor and left to scout for mission stations on April 8, 1835


Came back to New York and married Narcissa on February 18, 1836 Honeymooned on the trail beginning the next day


NARCISSA PRENTISS WHITMAN

Born in Prattsburg, New York,http://en.wikipedia.org/wiki/March_14 on March 14, 1808 Third of nine children. Oldest of five girls. Had four brothers Very religious household. Strict Presbyterians Loved to sing and read about missionaries considering them celebrities Father owned mills where they sawed logs, ground wheat, and had a distillery to make corn and rye whiskey In 1827, she studied secondary school at Franklin Academy and at Mrs. Emma Willard’s Female Seminary Met Henry Spaulding, who became a minister and missionary, and eventually made the mission trip with the Whitmans Same church, same choir, proposed marriage, affected by his circumstances of family life, poverty, and lack of education, turned down by

Narcissa, caused problems for Whitman marriage At the early age of 16, influenced by the life of Harriet Boardman, a missionary to India whom Narcissa had read about Committed to missionary work but knew she needed to be a missionary wife since they didn’t usually send single ladies Usually, most women only studied literature, music, and needlework; however, Mrs. Willard believed they needed to learn about geometry,

history, geography, sciences, Latin, and Greek. Taught school in her hometown Prattsburg and also taught kindergarten in Bath, both in the state of New York Like many young women of the era, Narcissa became caught up in the Second Great Awakening Decided to become a missionary Saw advertisement in front page of Methodist newspaper that a Presbyterian minister, Samuel Parker, was determined to take the

Presbyterian point of view to the Oregon country On February 21, 1835, Marcus met Narcissa Prentice at a missionary recruitment meeting and engaged on February 22, 1835 Accepted for missionary service in March, 1835 Marcus and Narcissa wed and a day after their wedding started their journey to the West where they lived for 11 years The journey was necessary to get to Oregon Country before winter Journey wouldn’t have happened if they hadn’t talked another couple into going because it wouldn’t be safe or proper for Narcissa to be the

only woman on this rugged adventure Henry and Eliza Spaulding were recruited for the trip


http://en.wikipedia.org/wiki/March_14

CAYUSE INDIANS

Called themselves the Tetawken, which means "we, the people" Over the years, the years have been described as shrewd, extremely selfish, perceptive, possessive, and inclined toward civilization Extremely intelligent and became accomplished agriculturist in a relatively short period of time raising potatoes, peas, melons, corn, wheat,

and barley No group of people ever adopted a new idea to the same extent as the Indians of interior Oregon developed cultivation of the soil Although the Indians agricultural pursuits were certainly noteworthy, their success as herdsman left a greater impression Known for large herds of cattle Lived mostly on the upper courses of rivers draining into the Columbia River as far as the Grande Ronde River, and upper sections o the

Tucannon and Touchet Rivers Hunted in Blue Mountains Camped at favorite spots in the area Spoke a dialect of the Nez Perce Life and culture revolved around gathering of food Resulted in constant seasonal cycle of migration over large segment of land Established migration routes Men fished and hunted game Women dug roots and picked berries Part of a family band Frequented common areas Wintered in common locations Collaborative spirit Placed a high premium on warfare Skilled horsemen, often using their horse-riding prowess to intimidate other tribes Wealth was commonly measured in numbers of horses owning from 100 to 1000 head Known for bravery Trappers introduced technology (rifles, iron pots, blankets, cloth, beads, cattle) to Cayuse Tribal relationships challenged by introduction of rifle which made conflicts more serious and dangerous Exposed to Christianity at Fort Nez Perce (Fort Walla Walla) which was established in 1818


Changed economics and socializing Integrity of Tribal cultures began to disintegrate in a noticeable way

WHITMAN MISSION Founded in 1836 by Dr. Marcus Whitman and his wife, Narcissa The Whitmans named their mission Waiilatpu "place of rye grass." Approximately six structures

o Two-story mansion (Mission) house Green door and green window shutters Path that led to the door Looked like a home Inside was dark Rocking chair Couch Long table Small cupboard filled with bottles Books in a wall case Pots and pans hanging on hooks behind stove Shelf above stove with sadirons and candlesticks Pantry where food was kept Hutch cupboard filled with blue and white porcelain dishes Wooden washtub Large kettles Work table near stove Doorway to main floor room larger than kitchen

Big bed Several couches that could be used for beds lining walls Heading stove in middle of room Staircase led to upstairs open loft

o Straw stuffed pallets made up with striped gingham sheets lined the floor


o Each bed had a clean blanket and nightgown folded on topo Bunk beds lined the walls

o Blacksmith shopo Gristmill

Used for grinding grain o Smokehouse o Store houseso Saw mill

Built on Mill Creek to support mission Used for sawing logs

Constructiono Adobeo Mud bricks covered with whitewash of burned clam shells

Whitewash protected structures from elements Acres of crops

o Fields irrigated (network of ditches that lead from pond to garden) Garden Corn crib Fruit trees Wheat fields

Livestocko Chickenso Cattleo Horseso Hogso Sheep

Laboro Provided by Walla Walla Indians and Hawaiian workers imported from the Sandwich Islands

Physical Featureso Road swung around the base of a big hill and entered a broad level valley


o Straight as a string the trail led toward buildings in the distanceo Blue pond to side of trailo No wallso No block houseso Road past square two story mansion houseo River ran through propertyo Green shutters on windowso Limited wood supplyo Usable wood supply eventually found in nearby Blue Mountainso Had clothes lines which stirred resentment because the Indians thought that the Bostons were displaying their wealth

In the early 1840s, the Whitman Mission became an important stop for the emigrants. Beginning in 1845, most wagon trains took a shortcut that bypassed the Whitman Mission.

o Emigrants went to mission only if they were sick, or low on supplies. o In 1847, one of those emigrant wagon trains brought measles to the mission

Marcus Whitman warned by Dr. John McLoughlin not to settle with the cantankerous Cayuse

Site of one of the worst tragedies along the Oregon Trail

Category Cayuse Missionaries

Transportation When Indians moved camp, they packed their belongings on horses. Indians were on foot until the 1700s when they began to raise great herds of horses which made it possible to travel great distances. From mid-western tribes, they learned how to make a travois which was two longs poles tied together and pulled along by a horse to carry their belongings.

Most settlers used wagons to haul their belongings over the Oregon Trail. The emigrant wagons were small and lightweight with flat bottomed wagon boxes with straight sides. Four or five bows held a bonnet made of sailcloth that was varnished for waterproofing. Hinged boxes inside the wagon held provisions and the floor was crammed with goods a family needed to start a new life. Some wagons had two floors that provided more storage space, but made the load heavier. Ropes, whips, and other tools were tied underneath or beside the wagon. A rubber bag of axel grease hung on the side along with a barrel of drinking water. Six out of ten animals


pulling emigrant wagons were oxen. Other teams had mules which were sturdy but more expensive. Horses were rarely used. If the wagon got stuck in mud or had to climb a steep hill, emigrants practiced double-teaming. Emigrants from one wagon borrowed the team from the other wagon. Both teams pulled the wagon out of the mud or up to the top. This continues until all wagons were on stable ground. Unhitching and rehitching the teams took a long time so the wagon train did not go far when they had to help each other out.


Housing The Indians lived in lodges made from reed mats and poles. Lodges could be moved to new hunting and fishing grounds. It was important to have housing that was easy to move because they had to travel to gather food. They had a special kind of tent that no other Indian people used. It was called a long house. It was made out of lodge poles much like a teepee only much longer. It could reach up to 80 feet in length. The covering was made out of tule mats. Tule is long, skinny leaved plants that grows along rivers and ponds. Tule was gathered, dried, and strung together to make mats. The mats were placed on the poles and tied down. When the family wished to move, they simply removed the mats and traveled to the next camp. The poles were left behind because it was much easier to have a set of poles at each camp. They learned how to make teepees from the mid-western tribes and used buffalo hides to cover the poles. But this was not as popular as the tule mats.

The Whitmans built their structures from Adobe bricks, which was dried mud. These houses could not be moved. Adobe structures rather than log cabins were constructed because of the lack of trees in the immediate area. Rye grass and mud were available.


Food The Indians gathered seeds, fruits, and roots from plants growing wild. Each year, they could come back and gather more. Salmon appeared in the early spring. The Indians gathered along the rivers at their favorite or traditional fishing sites to use hooks, nets, traps, and spears to catch fish. One thing they used was a one handled dip net. Platforms made of wood were suspended from rocks or bluffs. The men stood on the platforms and used their dip nets. Long racks were used to dry enough salmon to use for the year ahead and stored away in caches. There were so many salmon they said that you could walk across a creek on the backs of salmon. The Indians would move to the foothills of the Blue Mountains to dig roots. The women used diggers made of hardwood or antlers to dig for roots. The couse root was found in late spring and early winter. The roots were mashed together using a mortar and pestle and shaped into small biscuits and dried in the sun. The biscuits were stored away for later use. In late summer, they moved up to the upper mountains to pick huckleberries and hunt for game. The berries and meat were also dried. Chokecherries were pounded to make pemmican. Black moss gathered from pine trees was baked to make a cheese-like food. Camas bulbs were dried or baked.

The Missionaries plowed the land and planted wheat, corn, and other crops. They raised oxen, mules, horses, pigs, cows, and sheep. Their meat in the winter was beef. In the summer, the meat was mutton and fish. Pork was seldom served. Flour and cornmeal ground at the gristmill was used for baking. Tea and coffee were rare. They collected wild fruits and grew a garden with vegetables. There was plenty of milk, butter, and cheese. Every last pumpkin and squash, every potato no matter how small, every ear of corn, every carrot, onion, and turnip had to be gathered and carried to the cellar under the house. The younger children had to pick up the white beans that had fallen from split pods when the boys pulled up the dried plants.


Family Structure

The Indian families lived together in a band. What we call tribes today are actual family bands. Separate bands usually went their own ways during food gathering seasons to regroup during the winter season to camp together in an accustomed or traditional location. There was a lot of work to be done and there was a lot of work to be done and everyone had a job to do. The men and boys hunted, fished, made arrows, weapons, and tools, and took care of the horses. The women and girls cooked, dried fish and meat, dug roots, picked berries, scraped and tanned deer hides, made clothes and beautiful decorations. The women also set up and tended to the teepees. If someone didn't do their job, they all might freeze or go hungry during the winter. Each band had a head man or leader who made important decisions and represented his band in council or other important occasions. The head man had no power to have others do what he wanted them to do other than by convincing them that his way was the best. There were no head men or chiefs of all the bands except in times of emergencies like war. Then the bands would get together and select war leaders and would usually but not always follow their lead. In times of peace, these leaders had no authority.

The women at the Mission would spin wool into yarn. The yarn could be used to knit stockings and sweaters. Children fed chickens, gathered eggs, milked cows, and tended the garden. The children rode horses to drive the cattle to fields where they could graze. They chopped wood with single bit and double bit axes for the stove and winter. Girls helped make and mend clothes, do the wash, and clean the house. Boys worked in the fields. Both men and women worked all day from morning until night.


Belief System/Way of Life

The Indian people were grateful to the creator for providing for them. The Indians had a way of living that depended wholly upon the earth and all that grew on it. Thanksgiving ceremonies were held in the spring to give thanks for the new foods. One example is the root feast. Everything in nature had a purpose. Every landmark had a legend. Every campsite had a thousand stories of past events. The Indians have a culture and way of life that has been handed down to them by their parents, grandparents, and great-grandparents. They have their own language. They teach their children and grandchildren how to hunt, fish, dig roots, make teepees, and put them up, and how to dance and sing Indian songs. The Cayuse believed that their doctors possessed supernatural power. The Cayuse had a custom that if a doctor could not cure a patient, then the relatives could seek revenge by killing the doctor or medicine man. The Cayuse practiced polygamy. The Cayuse women or slaves performed all menial tasks. Manual labor was considered to be for slaves and other tribes besides the Cayuse.

The settlers believed the land was there to do with what they pleased. They cut down trees to make houses, plowed up the earth to plant crops, and fenced off the land to keep out animals and other people. They built farms and towns and lived in one spot. Because they saw the land as something that could be bought and sold, they used it for cultivation and profit. The Missionaries knew that doctors held no supernatural powers. The Missionaries were saddened by death, but did not avenge a death by killing the doctor. The Missionaries were monogamous. The Missionaries split tasks. The Missionaries glorified work.


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