Lesson 2: Where was the Wenatchi Reservation?

Where was the Wenatchi Reservation - or, more accurately, the Wenatchapam Fishery Reserve? The original Wenatchi Treaty provision was never honored after a fraudulent survey placed the Reservation far from where it should be.

MATERIALS
· False Promises video
· History/Chronology (Appendix 4)
· Wenatchi "Multiple Surveys" Map (Appendix 5)
· Other Maps of the Wenatchi Reservation (Appendix 6)

INTRODUCTION
Familiarize students with the Wenatchis' treaty struggles via the first set of lessons and/or with an examination of the map and the History/Chronology illustrating the problems of locating the Reservation. Students should already have knowledge of working with and making maps.

VIEWING EXERCISE
Start tape after parade scene in the town of Cashmere and play tape until you see barbed wire in front of a homestead. STOP tape. Ask students what they think about the many maps of the Reservation that they saw.

CLASSROOM EXERCISE
The 1855 Treaty "…provid(ed) the tribe with a 36 square mile reservation (22,000 acres) surrounding the Wenatchapam Fishery located at the confluence of the Wenatchee River and Icicle Creek."

Pass out copies of the various maps of the Reservation.

· The maps are in differing scales. How would they try to get the maps to correlate to one another?

· How would students determine where the Wenatchi Reservation was?

· How would they would decide where the boundaries of the Reservation might be?

· Where would they start in order to create/survey a 36-square-mile reservation?

· What would be the length of each of the four boundaries?

EXTENSION ACTIVITY
Older students may be interested in more details of how in how surveyors and cartographers do their work.

· For more about how surveyors do their jobs, see http://www.flatsurv.com/basic.htm

· For more on surveying terms, see http://www.ultranet.com/~deeds/survey.htm

EXTENSION ACTIVITY: PHOTO ANALYSIS
Use the National Archives and Records Administration Photography Analysis Worksheet (below) to critically examine the source photographs, maps and other visual media available on the web site.

Photograph Analysis Worksheet

Step 1. Observation
Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

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

Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph.

Step 3. Questions
A. What questions does this photograph raise in your mind?

B. Where could you find answers to them?

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

STANDARDS

McREL STANDARDS (Mid-continent Research for Education and Learning) http://www.mcrel.org/standards-benchmarks/

GEOGRAPHY

Places and Regions
6. Understands that culture and experience influence people's perceptions of places and regions .

Human Systems
10. Understands the nature and complexity of Earth's cultural mosaics.
12. Understands the patterns of human settlement and their causes.

Environment and Society
14. Understands how human actions modify the physical environment.
16. Understands the changes that occur in the meaning, use, distribution and importance of resources.

HISTORICAL UNDERSTANDING
2. Understands the historical perspective.

MATHEMATICS
3. Uses basic and advanced procedures while performing the processes of computation.

NATIONAL HISTORY STANDARDS http://www.sscnet.ucla.edu/nchs/

Era 4 - Expansion and Reform (1801-1861)
Standard 1B - Demonstrate understanding of federal and state Indian policy and the strategies for survival forged by Native Americans.

NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT http://www.pde.psu.edu/standard/civics.pdf Standard III.A.1. -Explains how the U.S. Constitution grants and distributes power to national and state government and how it seeks to prevent the abuse of power.

WASHINGTON STATE ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)

HISTORY
Including Pacific Northwest and/or Washington State History

1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-and-effect relationships in U. S., world, and Washington State history.

To meet this standard, the student will:
1.1 understand historical time, chronology, and causation, how events occur in time and place, are sequenced chronologically, and impact future events.

1.2 analyze turning points and interpret major ideas in U.S., world, and Washington State history.

2. The student applies the methods of social science investigation to compare and contrast interpretations of historical events.

To meet this standard, the student will:
2.1 investigate and research use sources of information such as historical documents, eyewitness accounts, photos, works of art, letters, and artifacts to investigate and understand historic occurrences.

2.2 synthesize information and reflect on findings.

GEOGRAPHY
1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface.

To meet this standard, the student will:
1.1 use and construct maps, charts, and other resources to gather and interpret geographic information.

1.2 recognize spatial patterns on Earth's surface and understand the processes that create these patterns.

2. understand the complex physical and human characteristics of places and regions.

To meet this standard, the student will:
2.2 describe the patterns humans make on places and regions.

3. observe and analyze the interaction between people, the environment, and culture.

To meet this standard, the student will:
3.1 identify and examine people's interaction with and impact on the environment.

3.2 analyze how the environment and environmental changes affect people.

3.3 examine cultural characteristics, transmission, diffusion, and interaction.

CIVICS
1. The student understands and can explain the core values and principles of U.S. democracy as set forth in foundational documents, including the Declaration of Independence and the Constitution.

To meet this standard, the student will:
1.1 understand and interpret the major ideas of foundational documents such as the Declaration of Independence and the Constitution.

1.2 examine key ideals of U.S. democracy such as individual human dignity, liberty, justice, equality and the rule of law.

2. analyze the purpose and organization of governments and laws.

To meet this standard, the student will:
2.2 understand the function and effect of law.

3. The student understands the rights and responsibilities of citizenship and the principals of democratic civic involvement.

To meet this standard, the student will:
3.1 understand individual rights and their accompanying responsibilities including responsibility in problem solving and decision making at the local, state, national, and international level.

3.2 explain how citizen participation influences public policy.