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**The Mission at Waiilatpu**

**Field Trip Guide\
**

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####### Field Trip Guide Available at [[www.nps.gov/whmi]{.underline}](http://www.nps.gov/whmi)

####### Click on 'For Teachers'

**February 7, 2008**

**Whitman Mission National Historic Site**

**328 Whitman Mission Road**

**Walla Walla, WA 99362**

**(509) 522-6357**

[**whmi_education@nps.gov**](mailto:whmi_education@nps.gov)

#  

We are glad you have chosen to visit Whitman Mission National Historic
Site. This guide has been designed to help teachers who have selected
the mission at Waiilatpu site as a field trip destination. We hope it
will be a useful tool in planning your classroom activities while
studying this particular period in history. Nothing in this booklet is
protected by copyright laws, so you are encouraged to copy and
distribute anything you wish.

Within the guide, you will find ideas on how to plan your trip,
integrate the Waiilatpu Mission into your curriculum, and to make sure
your field trip is successful. Included are a few pre-site, on-site, and
post-site activities, intended to help you to make the field trip more
meaningful to students.

For further information please refer to the Waiilatpu Mission Teachers'
Guide and information which can be found on our web pages:
[www.nps.gov/whmi](http://www.nps.gov/whmi). The National Park
Service\'s ParkNet ([www.nps.gov](http://www.nps.gov/)) is also a source
for finding many related Oregon Trail sites.

The National Park Service\'s Organic Act in 1916 gave us the
responsibility to \"... conserve the scenery and the natural and
historic objects and the wild life therein and to provide for the
enjoyment of the same in such manner and by such means as will leave
them unimpaired for the enjoyment of future generations.\" Educational
endeavors help us to protect these parks for the future.

Our goals for this guide are:

-   To give educators the tools to plan a successful field trip to
    Whitman Mission.

-   To provide educators with activities to enhance student learning at
    Whitman Mission.

-   To help educators to integrate Whitman Mission into their
    curriculums.

-   To give educators resources for planning curriculum related to
    Whitman Mission.

As always, if you have any questions, the rangers at Whitman Mission are
here to help you. Please call us at (509) 522-6357. You may also e-mail
the park at <whmi_education@nps.gov>.

We look forward to seeing you on your next field trip!

Sincerely,

Mike Dedman

Education Specialist

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**Table of Contents\
**

**Welcome
...........................................................................\..........2**

**Section 1 -- Planning Your Field Trip**

**Why Visit Whitman Mission National Historic Site?
\...\...\...\...\...\...\...\...\...\....4**

**Vicinity and Site Maps
..................................................................4**

When should you take your field trip?
\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\....5

Whom to call
...............................................................................5

How much time do you need for your visit?
\...\...\...\...\...\...\...\...\...\...\...\...\...\....5

What about the Fort Walla Walla Museum
.......................................6

Safety and Emergencies
...............................................................6

Telephones
.................................................................................6

General Information
.....................................................................6

Section 2 - Activities

Planning Worksheet
..................................................................\...7

**Pre-Site Activities
........................................................................8**

On-Site Activities
.......................................................................11

Grounds Worksheet 1
.................................................................16

**Grounds Worksheet 1 -- Answer Key
...........................\............\......19**

Grounds Worksheet 2
..............................................................\...20

Grounds Worksheet 2 -- Answer Key
............................................22

Museum Seek and Find
................................................\...............23

Museum Seek and Find
Answers..................................................25

Post-Site Activities
...............................................................\......26

Section 3 -- Additional Resources

Most Frequently Asked Questions
.............................................\...27

Sample Questions about the Whitmans
........................................29

Additional Resources / Bibliography
............................................32

Suggested Reading
....................................................................34

Guidelines for Chaperones
......................................................\....35

## 

## 

## ![](media/image2.png){width="1.34375in" height="1.0048611111111112in"}Planning Your Field Trip

**Section 1**

**Why visit Whitman Mission National Historic Site?**

In 1836 Dr. Marcus and Mrs. Narcissa Whitman crossed the United States
from New York to the Oregon Country with Henry and Eliza Spalding and
William Gray. Narcissa and Eliza became two of the first non-Indian
women to cross the Rocky Mountains. The Whitmans' child, Alice Clarissa,
was born in 1838. The Whitman's set up a mission at Waiilatpu, where
they intended to teach the Cayuse how to read and write, farm, and about
the Christian gospel. In 1843, Marcus Whitman helped guide the first
wagon train to make it to the Oregon Country. Tragically, both Whitmans
and eleven others were killed by several Cayuse in 1847 after a measles
outbreak that had decimated the tribe. For a more detailed account of
the story, please see our website at
[**[www.nps.gov/whmi]{.underline}**](http://www.nps.gov/whmi).

The events of 1836 to 1847 at the Waiilatpu Mission played a significant
role in American and Cayuse history in the Pacific Northwest. It is an
excellent place to learn about the Oregon Trail, the Cayuse and other
Plateau Indians, and the missionary movement in the Northwest. One of
the reasons it is such a valuable educational experience is that this is
where the mission at Waiilatpu was located. When you wander the grounds
you are retracing the steps of the Whitmans, the Cayuse, and countless
Oregon Trail emigrants

**Vicinity and Site Maps**

Whitman Mission National Historic Site is located 7 miles west of Walla
Walla Washington on Highway 12.

**Area Map**

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height="2.941666666666667in"}

**Whitman Mission National Historic Site Map**

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height="5.334027777777778in"}

**When should you take your field trip?**

The best time to come is when the Whitman Mission story fits into your
class's curriculum. Schools or other organized groups may visit any time
of year. Plan ahead and call for reservations at least two months in
advance. We encourage school groups to take advantage of the nice
weather and un-crowded days of September and October.

**Whom to call...**

We accept reservations for school groups throughout the year, from 8:00
a.m. to 4:15 p.m. seven days a week. Please call (509) 522-6357. Please
note that phone calls work much better than mail or e-mail requests as
we frequently have questions for the teacher.

**How much time do you need for your visit?**

This will vary greatly depending on the number of students and the type
of activities. Plan on 30 minutes for the introductory talk and movie,
45 minutes or more outside, and at least 15 minutes for the museum and
sales areas. Allow 15 minutes more for each program. At a bare minimum,
a group of 30 students should plan on one and half hours for the movie,
introductory talk, and a self-guided tour of the grounds. Add about 30
minutes for each added program and each group of 30 students. If you are
doing the worksheets, students may need additional time. Rangers can
help you estimate this.

**Where can you learn more about the mission at Waiilatpu?**

We have a very extensive website with a great deal of information about
the Whitmans, the Cayuse, and the Oregon Trail, as well as links to
related sites.

The website includes a Waiilatpu Mission Teachers guide "Waiilatpu
Mission Resource Education Guide." The address is:
[[www.nps.gov/whmi]{.underline}](http://www.nps.gov/whmi). We also
encourage you to come visit our museum and grounds before your field
trip.

**What about Fort Walla Walla Museum?**

We are not affiliated with the Fort Walla Walla Museum Complex in Walla
Walla. However, many groups that visit the mission at Waiilatpu also
visit Fort Walla Walla Museum the same day. To schedule a field trip
there, please call: (509) 525-7703.

**Safety and Emergencies**

The best way for kids to stay safe is to follow the rules and listen to
their leaders' directions. Ambulance service is from Walla Walla, 7
miles away. We recommend that each class bring its own first aid kit and
information about students with any special medical conditions.

We want your visit to be a safe and pleasant one. Please be cautious
around the millpond and irrigation ditch. Walk carefully down the
Memorial Shaft Hill trails. Also help us preserve the beauty of the
Waiilatpu Mission by keeping on the paved trail. The soil and vegetation
in this semi-arid area are very fragile and it is the only part of the
park with historic vegetation similar to the time when the Whitmans
lived here. So future generations may also enjoy the park, please do not
pick flowers or other plants.

**Telephones**

There is no pay phone at the park. Our phone is available for emergency
purposes only. Bring a cell phone if you will need to make calls. If you
need to be reached at the park for emergency purposes, our number is
(509) 522-6360.

General Information

Visitor Center and Museum are open daily except on Thanksgiving,
Christmas Day and New Year's Day.

Almost one (1) mile of self-guiding trails lead to the mission site, the
Great Grave and the Memorial Shaft Hill.

Seven audio stations are located throughout the grounds and operate year
round with descriptive messages.

Whitman Mission National Historic Site waives all entrance fees for
school groups.

There is a picnic area with tables and a covered area, but please no
camping or fires.

Beverages and food are not sold at the site.

###### ![](media/image2.png){width="1.34375in" height="1.0048611111111112in"}Activities

###### Section 2

###### 

###### Planning Worksheet

Please fill out this worksheet before you call to make your
reservations. Then dial

\(509\) 522-6357 between 8:00 a.m. and 4:15 p.m.

Preferred Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Second
choice date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Preferred time of day:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How long do you have to spend at the park?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Number of adults:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Student grade level(s): \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of School/Group: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School e-mail address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

State:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Zip Code:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Group Leader's Name (a person who will actually come with the group):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Would you like:

\_\_\_\_\_\_to see the slide show on site

\_\_\_\_\_\_to have an Oregon Trail Talk

\_\_\_\_\_\_to have a Spinning Talk

\_\_\_\_\_\_to have a Cayuse Cultural Talk

\_\_\_\_\_\_to see the museum

\_\_\_\_\_\_to visit the grounds

Any other special requests or special topics of study?

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Pre-Site Activities**

Familiarizing your students with the story of the mission at Waiilatpu
will help them to learn more. Also, some students are justifiably upset
by what happened here, and knowing about the deaths of the Whitmans and
Sagers before their visit may help. The Mission at Waiilatpu Resource
Education Guide is available at our website at
[www.nps.gov/whmi](http://www.nps.gov/whmi). It has many activities that
you might choose. See the "Additional Resources" section for more ideas.
The following are a few ideas to help your class focus before its trip.

**View Video**

Our slide show is available on video tape, along with other Oregon Trail
selections. Viewing these before your visit will help orient your
students to the Waiilatpu story. Please request the video when you make
your reservation. Feel free to copy the park video if you wish. After
viewing the video:

Discuss why the Whitmans set up the mission.

Discuss why the Cayuse killed the Whitmans.

Discuss why the Mission at Waiilatpu was important to Northwest History.

Read some excerpts from Narcissa's Journal and Letters.

**[Stout-Hearted Seven]{.underline}**, by Neta Frazier, is the true
story of the seven Sager children who were orphaned on the Oregon Trail,
brought to the Waiilatpu Mission and adopted by the Whitmans. Students
relate to this story since it is about children. The book also gives a
good overview of both the Oregon Trail and the Waiilatpu Mission. Once
students arrive at the park, they will see where two of the Sagers are
buried, pictures of the four surviving Sager girls, and some of the toys
belonging to the Sagers. Depending on the reading level of your
students, this is an appropriate book for either read-aloud or student
reading. Please attempt to finish the book before your trip, as three
Sagers die along with the Whitmans. Students find this upsetting while
on the field trip.

Have students highlight on a United States map the route the Sager
family took.

Have students draw pictures to illustrate events along the trail and put
them on the appropriate places on the map.

Have students look on the Whitman Mission Internet site
([www.nps.gov/whmi](http://www.nps.gov/whmi)) to learn more about the
Sagers.

Have students imagine themselves as one of the Sagers and write a letter
to a relative about the trip and their safe arrival at the Waiilatpu
Mission in the fall of 1844.

**Heading Out on the Trail**

Emigrants heading to Oregon had to do a lot of planning before ever
leaving home. In this activity, students think about what is needed for
the journey.

1\. Gather students together in front of a writing board and map of
North America, the United States, or the Oregon Trail.

2\. Discuss the distance to be traveled by emigrants and the land they
have to travel through. If time is available, assign states along the
trail to student groups. Have them look up the climate, geography,
animals, etc. along the route and report back to the class.

3\. Talk about what types of people chose to emigrate and why.

Those bound for Oregon were usually middle class farmers from the
Midwest, many of whom had moved before. Many wanted free and good land,
space, freedom for religion, escape from economic depression in the
East.

4\. Ask students to brainstorm a list of items that would be needed for
the trail and for once they got to Oregon. Write down everything they
suggest. Divide students into groups and assign a few items from the
brainstormed list to each group. Have them find out the weight of those
items for homework either weighing items at home or at the grocery
store. Some might need assistance for more obscure items.

5\. Talk about the necessity of having a light wagon. Assist students in
choosing which items to carry for a family of 5 --- mother, father,
boys- 5 and 12, girl- 7.

Remind them of space limitations, and keeping food from spoiling.

After deciding, read them the list of actual suggested things to bring
from the following page ("Necessary Outfits for Emigrants traveling to
Oregon").

As an extension or a concluding activity, give each student a brown
paper grocery bag. Tell them to imagine that they are moving to Oregon
Country, and all they can take with them is what they can fit in this
bag. Students can fill the bags with precious items, then take them all
out and write down what was in there. Bring the list to school to share
with the class. After they choose their items, they should write the
items down and explain why each item has to be brought along.

## 

## 

## 

## 

## ![](media/image5.png){width="0.65625in" height="0.65625in"}Necessary Outfits for Emigrants Traveling to Oregon

# 

# [Food]{.underline}

Flour --- 200 lbs. per adult

Bacon 75 lbs.

Sheet of iron (To be used as a stove)

Tin cans

Bags

Hard tack/pilot bread --- 30 lbs.

Rice --- 10 lbs.

Coffee --- 5 lbs.

Tea --- 2 lbs.

Sugar --- 25 lbs.

Dried beans --- ½ bu.

Dried fruit --- 1 bu.

Salt --- 10 lbs.

Corn meal --- 1 lbs.

Vinegar --- small keg

Whiskey (medicinal)

Bran

Dried vegetables

Citric acid

Dutch ovens ---2

Coffee pot

Wrought iron baking pans

Eating utensils

Cooking utensils

Tin cups and plates

Butter churn ---2

Water kegs

# [Animals]{.underline}

Mares --- 3

Milk cows ---3

Oxen --- 4 to 6

Sheep

Goats

Chickens

Bull whip

Horses

Horse gears

###### 

# 

# [Clothing]{.underline}

Flannel underclothing

Cloth

Shoes

Wide belts (bullet pouches)

Clothing --- 2 changes

Heavy wraps for the mountains

Blankets --- 2 per person

Comforter --- 1 per person

Pillow --- 1 per person

Soap

Sewing supplies

Sun bonnets

Cowhide boots

Hats

Cotton and wool socks

Cotton and wool underwear

Beeswax

Buttons

Pins

Thimbles

Needles

Coat

Woolen pants

Buckskin

Linen or Muslin

# [Weapons]{.underline}

Gun --- 1 or more

Powder --- 3 lbs.

Lead --- 12 lbs.

Caps (flints) --- 1000

# 

# [Tools and Equipment]{.underline}

Tar bucket

Oxbows --- 3 or 4

Wagon tongues

Screws --- 3 dozen

Tacks --- 1 to 10 oz.

Shingle nails --- 2 lbs.

Bed nails --- 2 lbs.

Spokes

Axles

Wheels

Anvil

Grinding stone

Plow molds

Rope

Seed

Saw

Hammer

Axe

Spade

Augers

Wrench

Screwdriver

Pocket knives --- 2

Blacksmith and mining tools

Mallet

Matches (carried in a corked bottle)

Wagon

# [Other]{.underline}

Money

School books

Medicine and medicine chest

Paper

Looms

Metal

Feather mattress

Candles

Furniture

Family heirlooms

###### ![](media/image2.png){width="1.34375in" height="1.0048611111111112in"}

###### On-Site Activities

**Preface to On-Site Activities**

The museum and grounds at the mission at Waiilatpu are primarily
designed as self-guided tours. Your students' trip to the mission at
Waiilatpu will be greatly enhanced if you give them some activities to
help guide them through these areas.

Whether you choose to use the activities provided below or use your own,
students will be more successful if they have the tools for the job.
Please provide each student with a pencil or pen and a rigid surface to
write on, such as a clipboard, piece of cardboard, or a folder. Also,
please advise students that they may not lean on or use any of the
surfaces in the museum to write; they may use the floor or a friend's
back if they wish. With your help, we can enhance student learning while
at the same time protecting our park and exhibits.

**Ranger Programs**

Introductory Talk with Ranger: We request that all school groups listen
to this 10-15

minute talk that includes a short introduction to the Waiilatpu Mission
story and the National Park Service, and rules to keep our park and
students safe.

Oregon Trail Talk: A ranger discusses what it was like to be an emigrant
to Oregon and how emigrants were self-sufficient. Approximately 15
minutes.

Spinning Wheel Talk: A ranger discusses the importance of wool and sheep
to the Waiilatpu Mission. This includes a demonstration on the spinning
wheel.

Indian Cultural Talk: A ranger discusses the Cayuse culture at the time
the Whitmans arrived in the area as well as their culture today.

**Films**

The 10-minutes slide show, "The Whitman Saga" is available to observe at
the site.

It can be sent to schools on videotape for viewing before a field trip.
Other films are

available upon request. Ask a ranger for details.

**Grounds and Mission at Waiilatpu Site**

The Mission Site includes a ¼ - mile paved loop trail. Along the way you
will pass wayside exhibits with text and audio, as well as bricks
marking the locations of the First House, Mission Mouse, Blacksmith
Shop, and Emigrant House.

As you walk around the loop, ask a student at each site to either read
the text aloud or press the button. When students have heard the
information, ask them a couple questions. Or, ask them to fill in the
related answers on the "Grounds Worksheet" (found on following pages).
If they do the Worksheet, you may decide that you do not have time for
students to complete all the questions. Tell them to choose ten
questions to answer instead.

**The Great Grave and Memorial Shaft Hill**

The Great Grave is where the Whitmans and eleven other people are
buried, (there are 14 names on the slab, but only 13 people are buried
there). The memorial on Shaft Hill and the Great Grave were dedicated in
1897, fifty years after the deaths at Waiilatpu. The trail up Shaft Hill
is quite steep; students or adults with mobility impairments may bypass
the hill on the trail that follows its base. Also, please advise your
students to walk **on** the trail on this hill --- running leads to hurt
students and off-trail travel leads to hurt plants and wildlife.

Have students read the signs and listen to the audio boxes. Then either
ask them questions or have them work on the related questions on the
"Grounds Worksheet."

**The Oregon Trail and Wagon**

The location of our Oregon Trail wagon varies with the season. It may be
on the Oregon Trail or behind the visitor center. Please do not climb on
the wagon --- this is dangerous for the students and damages the wagon.

Use the Oregon Trail to travel between the Great Grave/Shaft Hill areas
and the Mission Grounds. Although these are reconstructed, not original,
ruts, this is where the trail once was. There are questions on the
"Grounds Worksheet" related to this area.

###### 

**Mission at Waiilatpu Museum**

###### Our museum holds original and reproduction artifacts and photographs portraying the lives and cultures of the Cayuse, the Whitmans, and the mission. A worksheet will help to focus students while visiting the museum. If rangers are not occupied with another group, we will be happy to answer questions in the museum. See "Museum Worksheet". 

The current Whitman Mission Museum opened in January, 1989, and is
designed to assist the visitors' understanding of the two strong,
vibrant cultures that met and eventually clashed at Whitman Mission. The
museum is not intended as a visitor's sole source of information about
the park or the events here. In order to gain a thorough understanding
of the story of Whitman Mission, visitors should see one of the
audio-visual programs in the auditorium, walk the park interpretive
trails, and talk with a Park Ranger on duty in the Visitor Center.

**Mission at Waiilatpu Museum - Guiding Notes**

The paragraphs that follow show the exhibit sequence a typical visitor
or school group experiences in the museum as they walk through it in a
counter-clockwise direction:

When the Whitmans arrived, the Cayuse had acquired the horse, their
wealth was expanding, they were acquiring the best things the fur
traders had to offer (metal axes, pots, knives, etc.), but they did not
depend on traders for their livelihood. The artifacts on the entrance
wall, along with the photographs, show a culture that was successfully
using the area's hunting, fishing, and vegetation resources to provide
all of their needs. Trading with other Indian tribes and with the
Hudson's Bay Company supplemented their traditional tools and weapons.

The large painting in the corner depicts Waiilatpu, meaning "the place
of the rye grass," before the Whitmans arrived in 1836. The rye grass,
now known as Great Basin wild rye, is a native grass that grows 6-8 feet
tall, and can be seen at the Waiilatpu Mission.

The Whitmans left a strong, young, growing United States to come to a
virtually unknown land to non-Indians. Marcus and Narcissa Whitman were
from a well-settled area in upstate New York that experienced a great
religious revival in the early part of the nineteenth century, known as
the Second Great Awakening. The clock and rifle on the wall illustrate
America's growing industrial might. The Christian Science Advocate
contains the newspaper article that initiated the missionary drive into
the Pacific Northwest.

Whitman was a well-trained doctor. Fairfield Medical College was a
leading medical school of the time. As the Whitmans and Henry and Eliza
Spalding left for the West, they had little idea of the trials they
would face in the Old Oregon Country.

The diorama in the center of the room with the life-sized figures
contains many messages. The first figure represents a Cayuse hunter with
his bow and quiver of arrows. Almost all his attire is traditional, with
a few trade beads added for decoration. The second figure, a Cayuse
medicine man, is looking directly at the next figure, the mannequin that
represents Marcus Whitman. The new and the old ways of medicine stare at
each other.

The young Indian woman leaning on the fence has clothing influenced by
trade goods, while the older Indian woman bent over digging roots is
more traditional in her dress. She is using a wooden digging stick to
dig coush roots and put them in her handmade bag.

The little girl in the green dress represents the children of both white
and Indian parents (typically a white father and Indian mother). Her
dress is made from trade cloth obtained from the Hudson's Bay Company.
She is most influenced by pioneer culture, and is looking at the figure
representing Narcissa Whitman. We do not know how accurate these
mannequins of Narcissa and Marcus Whitman are. The important thing to
remember is that one culture---the pioneers with their wheels and
plows---contacted another culture---the Cayuse Indians.

In the corner are examples of the dishes, the stove, and other utensils
the Whitmans used. Under the large painting of Whitman Mission are
artifacts recovered from either the Whitman mission buildings or from
Hudson's Bay Company's Fort Walla Walla, 30 miles west of the mission on
the bank of the Columbia River.

Next, in the corner, is the end of Whitman Mission, eleven years after
its 1836 establishment. Measles devastate the Cayuse tribe, and many
Indians blamed Whitman for his inability to cure the disease. After the
killing of the Whitmans' and eleven (11) others, and subsequent hanging
of five Cayuse three years later for their alleged participation, the
Cayuse tribe underwent profound changes.

A treaty in 1855 attempted to put most eastern Oregon and eastern
Washington tribes onto reservations. After military campaigns were used
to enforce the treaties, the tribes of central Washington were no longer
a threat to pioneer settlement. Later years on reservations, examples of
traditional clothing, and examples of trade goods round out the look at
the Cayuse way of life.

In the last corner of the museum is the seasonal round, showing how,
before white Americans came into the area, the Cayuse spent their year.
Part of the year was spent in the mountains, part in the valley, and
part by the river. The Cayuse traditionally were hunters and gatherers
using the wild plants and animals of these areas to survive and
flourish. Whitman first introduced agriculture as a way of life to the
Cayuse.

###### 

**Lunch Activity**

Our covered picnic area has tables, a drinking fountain, trash cans, and
recycling cans, as well as some shade trees. Bathrooms are located at
the visitor center building. Please be aware of the nearby parking lot
and road; cars often travel through quite quickly. Also, please help us
to protect the trees in the picnic area by not allowing students to
climb on them. The following activity can be used during lunch.

**"*Eco-Lunch*"**

As a part of preserving the park for the future, we try to have as
little impact on the land as possible. An "eco-lunch" activity is a good
way to get your students to become aware of how much trash they create,
filling landfills and using natural resources.

Supplies: paper and pencil/pen for teacher, prizes, students' lunches.
If all of your students have a school lunch, the activity doesn't work
very well.

Activity: When students finish their lunches, they must count their
pieces of trash. Each piece counts for one point.

Special exceptions:

fruit peels (orange, banana) that are biodegradable and healthy are ½ a
point.

cans or bottles that they recycle are ½ a point (since they still use
resources to recycle)

bags they promise to reuse are 0 points

each piece of trash counts; if a bag is torn in half, it's now two
points.

juice boxes are automatically three points (box, straw, and straw
wrapper)

"Lunchables" are usually at least 5 points

The student(s) with the fewest trash points win(s) a prize. (you decide
how many prizes

and whether students will be awarded for 0, ½ or 1 point)

Discuss ways to reduce, reuse, and recycle during lunch:

Use Tupperware instead of plastic bags (reusable and no more mushy
sandwiches!)

Use cloth lunch bags instead of paper (insulated ones keep food cold or
hot and don't break!) Use real silverware or reuse plastic use cloth
napkins.

Don't buy over-packaged items (lunchable-type products and juice boxes
are in

this category)

Use a thermos instead of packaged drinks (a juice box has 3 pieces of
trash!)

Remember the 3 R's: Reduce, Reuse, Recycle! Buy recycled products to
complete

the circle. Make sure trash goes in the trash can. Talk about how these
actions can save their parents money.

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

![](media/image6.png){width="0.8125in" height="0.9895833333333334in"}

![](media/image7.png){width="1.2291666666666667in"
height="0.8645833333333334in"}The mission at Waiilatpu Grounds

Worksheet 1

**The Building Sites: Turn right at split in trail, going
counter-clockwise on loop.**

1\. Why did Marcus Whitman need to grow 40 acres of food?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Why did the Whitmans need fences?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. How many fruit trees did the Whitmans have in their last year?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. How could learning to farm help the Cayuse?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. When did the Whitmans move into the First House?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. Why did the Whitmans move out of the First House?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. Name two things Narcissa described about her new home.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8\. What did the Whitmans name their daughter?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9\. What name did the Cayuse give the Whitmans' daughter?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Why?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. Where was the river when the Whitmans lived here and where is it
now?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Draw the Great Basin wild rye next to the path.

12\. How many grist mills did Marcus Whitman build here?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

13\. What was made in the grist mill?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

14\. Why did the Whitmans build a mill pond?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

15\. Name two animals living in or near the mill pond today.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_,
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Do you think these animals were here when the Whitmans were?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

16\. Compare the Mission grounds today to 160 years ago:

[Now:]{.underline} [Then:]{.underline}

green lawn
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

paved sidewalk
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

road
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

signs
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

no buildings
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

17\. Who built the Emigrant House?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

18\. Who came to the Waiilatpu Mission in the 1840's and why?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

19\. What year did the most people come to the mission at Waiilatpu?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

20\. What disease did the emigrants bring with them in 1847?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

21\. What material did white people need for their tools?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

22\. Name three things a blacksmith could fix or make.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

23\. What materials were used to build the Mission House?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

24\. What activities does the Mission House sign show the Whitmans
doing?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

25\. Name three ways the Mission House was used.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

26\. On what date were the Whitmans killed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Answer Key**

**The mission at Waiilatpu Grounds Worksheet 1**

1\. To feed the residents of the mission and to sell to Oregon Trail
emigrants to offset mission expenses.

2\. To keep the livestock out of the crops.

3\. 75.

4\. If the Cayuse learned to farm they would not have to move throughout
the year to find food. They would also be able to claim ownership of the
land, so that settlers could not take it away.

5\. December, 1836.

6\. It flooded several times.

7\. (choose 2) enclosed a good chimney and fireplace, laid floor, no
window or doors except blankets, reared and then lean-to, fire in the
fireplace upon arrival.

8\. Alice Clarissa Whitman.

9\. Cayuse Girl, because she was born in Cayuse country.

10\. River was in oxbow right next to first house and path. Now it is
several hundred feet away to the south near trees.

11\. (Picture of Great Basin wild rye).

12\. Three.

13\. It ground grains --- wheat, corn, etc., into flour for cooking.
"Flour" would be correct.

14\. To power the grist mill and provide irrigation water.

15\. (choose 2) ducks, geese, frogs, turtles, bugs, squirrels, rabbits,
coyote, deer, snakes, birds ... and many others. Most of these animals
were here when the Whitmans were.

16\. Now: green lawn, paved sidewalk, road, signs, no buildings. Then:
mud or dirt and native grasses, no pavement, Oregon Trail rutted road,
four main buildings and several outbuildings.

17\. William H. Gray.

18\. Emigrants/Pioneers. They came first because it was on the Oregon
Trail, later for food, shelter, and medicine.

19\. 1847.

20\. Measles.

21\. Metal (or iron).

22\. (choose 3) plows, hoes, horseshoes, rails, hinges, wagons, grist
mill, nails, other...

23\. Adobe bricks (mud and manure), wood.

24\. Preaching, doctoring, leading singing, all to the Cayuse.

25\. (choose 3) living, sleeping, teaching, preaching, medicine, shelter
emigrants, school, cooking, playing ...

26\. November 29, 1847.

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

![](media/image6.png){width="0.8125in" height="0.9895833333333334in"}

![](media/image7.png){width="1.2291666666666667in"
height="0.8645833333333334in"}The mission at Waiilatpu Grounds

Worksheet 2

**The Great Grave, Shaft Hill, and the Oregon Trail and Wagon**

1\. How many names are on the Great Grave?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Name the two brothers who were killed at Whitman Mission.

3\. Whose graves rest beside the Great Grave?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_,
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Why?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. What is engraved on the memorial shaft?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. Do some math: Height of shaft \_\_\_\_\_\_\_\_\_\_\_ Elevation above
sea level at base: \_\_\_\_\_\_\_\_\_\_

Elevation at top of shaft: \_\_\_\_\_\_\_\_\_\_\_

6\. Near the memorial shaft there is a sign with the title "Waiilatpu
--- Whitman Mission 1847". Describe three things you see in the picture.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. Who were the oldest and youngest Sager children and what were their
ages when they arrived at Whitman Mission?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8\. Did most pioneers settle here at Waiilatpu or continue on?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9\. Where did each of the Sager parents die?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. Name three types of wood used in the construction of an Oregon
Trail wagon.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Why did pioneers choose oxen to pull their wagons?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

12\. Why didn't pioneers use the larger Conestoga wagon?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Answer Key**

**The mission at Waiilatpu Grounds Worksheet 2:**

1\. 14.

2\. John and Francis (Frank) Sager.

3\. Mary Dix Gray and William Henry Gray. William Gray had come to
Waiilatpu with the Whitmans in 1836, and both had lived here with the
Whitmans.

4\. Whitman.

5\. Do some math: Height of shaft [27]{.underline} Elevation above sea
level at base: [720]{.underline} Elevation at top of shaft:
[747]{.underline} .

6\. (choose 3) mission, pond, river, wagons, crop fields, tents, trees,
people, \...

7\. Oldest: John Sager, age 13. Youngest: Henrietta (Rosanna) Sager, age
5 months.

8\. Continued on to Willamette.

9\. Henry Sager in Wyoming, Naomi Sager in Idaho.

10\. (choose 3) oak, ash, maple, pine, hickory, elm.

11\. Cheaper, pulled heavy loads, didn't stampede, didn't bog down.

12\. Too large and heavy for the mountains of the Oregon Trail.

![](media/image7.png){width="1.2291666666666667in"
height="0.8645833333333334in"}Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

The mission at Waiilatpu Museum Seek and Find

1\. Find the *tomahawk* displayed with the Indian photographs and
arrowheads. What else, besides chopping or cutting could this have been
used for? Look closely.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Do you see the *parfleche*? What colors are used to decorate it?
Draw a small picture of it.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. Describe the *dishes* in the cupboard.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. Name three items, in addition to the dishes, that are located in the
homemaking display.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. There are two *toys* displayed in the museum. What are they?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. There is a *blue dress* in a display. Name 3 items used to decorate
it.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. Find the *Circle of Life*. What are some of the activities pictured
in the sections for:

Spring
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Summer
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Fall
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Winter
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8\. How many figures are there in the center section of the museum?
\_\_\_\_\_\_. Describe whom two of these figures represent.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9\. What is the figure of the *Indian girl* holding in her hand?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. Find the *Indian woman* who is digging roots. What is her digging
tool made out of?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Find the figures of the *hunter* and the *medicine man*. What are
their moccasins made from?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

12\. Look at the Whitman-Spalding 1836 Route map. What city did they
start in?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

13\. Name the four Sager girls whose pictures hang in the museum.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

14\. Name two items that are on display that belonged to Marcus Whitman.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

15\. Look at the wagon wheel. What is the tire made of?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Answer Key**

The mission at Waiilatpu Museum Seek and Find

1\) It's a (smoking) pipe.

2\) A parfleche was used to store personal belongings. The colors used
to decorate it were blue, red, yellow, and green.\
(Drawing).

3\) Blue and white pictures of country scenes - people, plants, streams,
animals, buildings\...

4\) (Choose 3) wooden bowl, butter churn, wooden bucket, metal candle
forms, cast iron stove, adobe bricks.

5\) Toy iron, Indian doll in a cradleboard.

6\) Shells, beads, leather strings, metal.

7\) *Spring:* Women searching for/gathering food, root digging.\
*Summer:* Men horseback riding, women cooking, gathering wood for
fires.\
*Fall:* Man fishing with net at waterfall. Man holding fish while
talking to another man.\
*Winter:* Woman preparing food for smoking. Most people inside tipis and
lodges. Smoke coming from lodges.

8\) Seven (7) figures: (choose 2) Marcus and Narcissa Whitman, a half-
Indian girl, a medicine man, an Indian hunter, an Indian woman
root-digging, an Indian woman who is leaning over the fence.

9\) A moccasin

10\) Wood and antler

11\) Leather/deerskin

12\) St. Louis

13\) Catherine, Elizabeth, Henrietta, Matilda

14\) (Choose 2) compass, bible, mortar

15\) Iron/metal.

![](media/image2.png){width="1.34375in" height="1.0048611111111112in"}

**The mission at Waiilatpu**

**Post-Site Activities**

Use the Waiilatpu Mission Teachers' Guide or one of the activities below
to bring closure to your field trip to Whitman Mission National Historic
Site:

**Letters and Speeches**

Have students write one or more of the following letters or speeches:

1\. As an emigrant who passes through Whitman Mission in 1846, write a
letter describing the Mission to your family back in Iowa.

2\. As a Cayuse, write a speech about why all the new things brought by
the Whitmans and the pioneers are good things or are bad things.

3\. As a 12-year-old emigrant in 1847 who is at the mission shortly
before the Whitmans are killed and who has measles, write a letter to a
friend back home.

4\. As a citizen in the 1890's, write a letter to the United States
Congress asking that the site of the Whitman Mission be preserved as a
National Memorial.

5\. As a Cayuse Indian, write a plea to the judge at the trial of the
five Cayuse who are accused of killing the Whitmans, explaining why they
should not be executed.

**Illustrations**

Have students illustrate the above letters or:

1\. Draw a picture of what the mission looked like in 1847.

2\. Draw a picture of a Cayuse village in the 1830's.

**Map**

Using a map of the United States, find the route of the Oregon trail and
have each student pick out a point on the trail to research and share
with the class.

**Cayuse**

Learn more about the Cayuse Indians and the treaty of 1855 that created
their reservation. Look at the Tamastslikt Cultural Institute Website
([www.umatilla](http://www.umatilla/).nsn.us/tamust) or visit the museum
itself.

**Additional Resources**

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Section 3**

**Most Frequently Asked Questions**

**Was the mission built on the hill?\
**No. The mission grounds lie to the south of the present day visitor
center. The marble structure on the hill is a memorial shaft to the
Whitmans and their co-workers. It was dedicated in 1897, during a 50th
anniversary celebration of the Whitmans' deaths. (The Great Grave was
also dedicated at this time.)**\
**

**Why did Whitman choose this location for his mission?\
**The Whitmans and the Spaldings intended to settle among the Cayuse and
Nez Perce. Together they decided to build two missions instead of one
mission. It was then decided that Spalding would settle further east and
the best site for Whitman Mission was between the Walla Walla River and
Mill Creek. Five good reasons for choosing Waiilatpu as the mission site
are:\
\
a) The Cayuse Indians lived in this area. The Walla Walla and Umatilla
Indians also resided in the region.\
b) The site was near the location of the Hudson's Bay Company's Fort
Walla Walla. Fort Walla Walla was located directly on the main
communication line which linked Vancouver and Montreal.\
c) The chosen site marked the end of the long trail that wound through
the Blue Mountains. Also, the Columbia River was nearby, and this river
was the main artery of trade and travel in Old Oregon.\
d) The nearby creek and river provided ample water and good soil for
farming.\
e) The Cayuse offered this land to them.**\
**

**Were the Cayuse the only Indians with whom the Whitmans worked?\
**No. The Whitmans also worked with the Walla Walla, Umatilla and to a
lesser extent, the Nez Perce Indians.**\
**

**Where were the Whitmans originally from?\
**Marcus Whitman was born September 4, 1802 in Rushville, New York.
Narcissa Prentiss Whitman was born March 14, 1808 in Prattsburg, New
York.**\
**

**What religion were the Whitmans?\
**Presbyterian. Marcus was made a Presbyterian elder of the Wheeler
Church in 1834.

**Where did Whitmans' child drown? What was her name and age at the time
of her death, and where was she buried?\
**Alice Clarissa Whitman, born March 14, 1837 (on the evening of
Narcissa's twenty-ninth birthday) was the first white girl born of
American parents west of the Rockies. She died Sunday, June 23, 1839.
She was two years, three months and nine days old. At approximately 2:30
in the afternoon, Alice went down to the river to get some water in two
cups. Soon after, two (2) cups were observed floating in the river.
After some time searching along the river, an old Indian found her body
caught on a tree root which extended into the river. The exact location
of her grave is not known today. It is believed to be in the vicinity of
the current Great Grave.

**Did the killings take place on the hill?\
**No. Marcus was the first one killed, in the Mission House kitchen,
November 29, 1847. Others died at various spots at and near the mission,
one died escaping, one died traveling towards the mission.**\
**

**Were all the people at the Mission killed?\
**No. Out of seventy-five, thirteen were killed, seven escaped
(including Hall, who disappeared), three half-Indian / half-white boys
were released, fifty were held captive. Of the fifty captives, two
children and one adult died of measles. The remaining forty-seven were
ransomed on December 29, 1847 by Peter Skene Ogden of the Hudson Bay
Company.**\
**

**How old were the Whitmans when they were killed?\
**Marcus Whitman was forty-five years old and Narcissa was thirty-nine
years old. **\
**

**What happened to the Mission buildings?\
**After the killings, the Indians destroyed everything they could. When
the Oregon Volunteers arrived they partially rebuilt the main Mission
House, and changed the name to Fort Waters. After they left, the Indians
in the area once again destroyed all structures. Luckily for
archaeologists, fires that had been set by the Cayuse caused the Mission
House roof to fall on the foundations, preserving them.

**Where was Fort Walla Walla?\
**There have been two Fort Walla Wallas in the Walla Walla Valley:\
\
a) In 1818, the Northwest Fur Company built a fort near the confluence
of the Walla Walla River and the Columbia. This was first known as Fort
Nez Perce, but in later years its name was changed to Fort Walla Walla.
Within the thirty-seven years of its existence, there were three forts
built in this area, each one replacing the previous fort. In 1821, the
Hudson's Bay Company took charge and operated the fort until the Indian
troubles began in 1855. This fort is the one that is mentioned in the
Whitman story.\
\
b) The second Fort Walla Walla was built in 1856 in the city of Walla
Walla. Later it was moved to a location which is now behind the Veterans
Hospital. It was strictly a military fort and did not have any bearing
on the Waiilatpu story. It was abandoned about 1910. This is the site of
the present day Fort Walla Walla park, cemetery and museum complex, as
well as the Veterans Hospital and grounds.

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Sample Questions**

**About the Whitmans**

1\) From which state were Marcus and Narcissa Whitman?\
\
2) In what year did the Whitmans arrive at Waiilatpu?

3\) Why did the Whitmans come to Waiilatpu?

4\) With which Indians did the Whitmans work?

5\) When was Alice Clarissa born?

6\) When and how did Alice die?

7\) How old was Alice at the time of her death?

8\) What was the last name of the family of seven children who came to
live with the Whitmans after their parents died?

9\) Why did the Whitmans abandon their first house?

10\) How did the Whitmans grind wheat into flour and how was this item
powered?

11\) What type of fruit trees were grown at the mission and how many
trees were there?

12\) What was the job of the blacksmith?

13\) Name five items a blacksmith would make.\
\
14) Where was the schoolroom at the mission located?

15\) How many rooms were in the Mission house?

16\) Name five children who lived at the mission.

17\) What is the name of the trail that runs through the mission?

18\) What disease was brought into the Mission that caused the death of
many Cayuse?

19\) Why did so many Cayuse die?

20\) What was the fate of a medicine person who failed to cure a
patient?

21\) On what date were the Whitmans killed?

22\) How many people were killed during the Whitman Killings?

23\) How many survivors were there and how long were they held captive?

24\) What was the ransom paid in exchange for the hostages?

25\) Who helped to arrange the release of the hostages?

26\) What is the height and elevation of the Memorial Shaft?

27\) When was the Memorial Shaft erected?

28\) How many names appear on the Great Grave?

29\) What are the names of the other two individuals that are also
buried alongside the Great Grave?

**Answers to Sample Questions**

1\) New York.

2\) 1836.

3\) They came to build a mission and to teach the Indians about
Christianity.

4\) The Cayuse Indians.

5\) March 14, 1837.

6\) Alice died of drowning in the Walla Walla River on June 23, 1839.

7\) Two years and three months.

8\) Sager.

9\) The first house flooded because it was built too close to the Walla
Walla River.

10\) Flour was ground up using a grist mill. The grist mill was water
powered.

11\) There were 75 apple trees, plus a nursery of apple, peach and
locust trees.

12\) The blacksmith's job was to make items out of metal.

13\) Some of these include horse shoes, gardening tools, carpentry
tools, etc. Any five

are okay.

14\) In the Mission house.

15\) There were eight main rooms.

16\) 1) Helen Mar Meek 2) Mary Ann Bridger 3) David Malin 4) Perrin
Whitman 5) Catherine 6) Elizabeth 7) Francis 8) Hannah Louise 9) John
10) Henrietta 11) Matilda (Sager).

17\) The Oregon Trail.

18\) Measles.

19\) The Cayuse had no natural resistance to the measles.

20\) Death, if the relatives of the deceased insisted.

21\) November 29, 1847.

22\) Thirteen were killed at or near the site of the mission.

23\) There were 49 survivors held for one month.

24\) 62 blankets, 63 shirts, 12 guns, 600 loads of ammunition, 37 pounds
of tobacco, and 12 flints.

25\) James Douglas and Peter Skene Ogden.

26\) 27 feet total; elevation at base of Memorial Shaft: 720 feet above
sea level.

27\) 1897---at the 50th observance of the Killings.

28\) 14 names.

29\) William and Mary Gray.

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Additional Resources /**

**Bibliography**

**Whitman Mission National Historic Site Themes**

Our park has eight primary themes. All educational programs done by the
park staff should address at least one of these themes:

I. Marcus and Narcissa Prentiss Whitman are memorialized for their
courage, adventure and high idealism, as shaped by their personalities,
values, beliefs, and labor while missionaries among the Cayuse Indians
of Old Oregon.

II\. The mission, established by Marcus and Narcissa Whitman, operated
as a self-sufficient Protestant Indian mission and school between 1836
and 1847.

III\. Cultural differences between the Columbia Plateau Indians and the
Euro-American missionaries and subsequent American emigrants provide the
context for the Whitmans' deaths.

IV\. The Whitmans' association with the Oregon Trail and the development
and cooperation of the mission at Waiilatpu, resulted in the mission
becoming a way station along the trail.

V. The killing of Marcus and Narcissa Whitman and eleven other people by
the Waiilatpu Band of the Cayuse Tribe at Whitman Mission was an
important catalyst in the establishment of the Oregon Territory by the
U.S. Congress.

VI\. The natural environment of Waiilatpu affected the development and
life at Whitman Mission.

VII\. Whitman Mission NHS is part of the National Park System and a
component of the Oregon National Historic Trail.

VIII\. The National Park Service continues the natural and cultural
preservation of the site begun soon after the Whitmans' deaths.

**Washington State Essential Academic Learning Requirements (EALR's)**

A few of the WA EALR's that are covered at the park include:

**Reading:**

3\. The student reads different materials for a variety of purposes.

**Communication:**

1\. The student uses listening and observation skills to gain
understanding.

**Social Studies/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.

**Social Studies/Geography:**

2\. The student understands the complex physical and human
characteristics of places and regions.

3\. The student observes and analyzes the interaction between people,
the environment, and culture.

**Oregon Learning Requirements**

A few of the Oregon curriculum goals, at the grade 5 benchmark level,
which will be addressed at the Waiilatpu Mission:

**Social Science/ History:**

Era 4: Expansion and Reform, 1801-1861

Understand how individuals changed or significantly influenced the
course of U.S. History...

State and Local Common Curriculum Goals: Understand and interpret
events,

issues, and developments in the history of one's family, local
community, and

culture.

**Social Science/Geography:**

Identify patterns of migration and cultural interaction in the United
States.

Common Curriculum Goals: Understand how differing points of view, self
interests,

and global distribution of natural resources play a role in conflict
over territory.

**Social Science Analyses:**

Identify and study two or more points of view on an event, issue, or
problem.

**English:**

Analyze and evaluate information and form conclusions**.**

Extend and deepen comprehension by relating text to other texts,
experiences,

issues, and events.

**Whitman Mission National Historic Site Website**

We have a very extensive website, with a teacher guide and a great deal
of information. Please visit us at:
[www.nps.gov/whmi](http://www.nps.gov/whmi).

The National Park Service protects many different Oregon Trail Sites, as
well as the National Historic Oregon Trail. Each site has a home page,
which can be reached by clicking "Visit Your Parks" from the ParkNet
homepage: [www.nps.gov](http://www.nps.gov/).

The Confederated Tribes of the Umatilla Indian Reservation (which
includes the Cayuse people) now has its own museum in Pendleton, Oregon.
Learn about it at:
[www.umatilla.nsn.us/main.html](http://www.umatilla.nsn.us/main.html)

Conventional contact information: Tamastslikt Cultural Institute, 72789
Highway 331, Pendleton, Oregon 97801, phone: 541-966-9748, FAX:
541-966-9927

The National Historic Oregon Trail Interpretive Center provides
information on its web site as well as an order form for their free (and
packed full of activity sheets) Oregon Trail Teacher Guide:
www.or.blm.gov/NHOTIC

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Suggested Reading**

These books are for sale at the mission at Waiilatpu, local bookstores
or are available at local libraries.

For teachers:

[Marcus and Narcissa Whitman and the Opening of Old Oregon]{.underline},
by Clifford M. Drury.

[Oregon Geographic Names]{.underline}, by Lewis A. McArthur and Lewis
Ankeny

[Washington State Place Names]{.underline}, by James W. Phillips

[Shallow Grave at Waiilatpu]{.underline}, by Erwin N. Thompson

[The Letters of Narcissa Whitman]{.underline} and [My
Journal]{.underline}, by Narcissa Prentiss Whitman.

[The Great Command: The Story of Marcus and Narcissa Whitman and the
Oregon]{.underline}

[Country Pioneers]{.underline}, by Nard Jones.

[Converting the West: a Biography of Narcissa Whitman]{.underline}, by
Julie Roy Jefferey

[Juggernaut: The Whitman Massacre Trial]{.underline}, by Ronald B.
Lansing

[Whitman Massacre of 1847]{.underline}, Sager

[The Cayuse Indians]{.underline}, by Robert H. Ruby and John A. Brown

[Prairie Traveler, A Hand-book for Overland Expeditions]{.underline},
published in 1859, by

Randolph B. Marcy

For students:

[Stout-Hearted Seven]{.underline}, by Neta Frazier

Cobblestone Magazine --- issues on Oregon Trail, Chief Joseph, Mountain
Men

[Daily Life in a Covered Wagon]{.underline} by Paul Erikson

A variety of books by Bobbie Kalman

[If You Traveled West in a Covered Wagon]{.underline}, by Ellen Levine

[Westward on the Oregon Trail]{.underline}, by Marian T. Place

[Discover the Oregon Trail]{.underline}, by Bobbie Salts

[The Story of the Oregon Trail]{.underline}, by R. Conrad Stein.

... and many more

![](media/image2.png){width="1.34375in"
height="1.0048611111111112in"}**Guidelines for Chaperones**

Thank you for agreeing to be a chaperone today with this class's visit
to Whitman Mission National Historic Site. These guidelines are meant to
provide you and your students with a safe and educational visit.

**Rules for students:**

No food, drinks, or chewing gum indoors.

No climbing on indoor or outdoor exhibits such as the mannequins, wagon,
and

fences.

Stay on the path in areas of native grasses.

No collection of anything, including living or dead plant and animal
matter, or

geologic or archaeological items.

Put all garbage in trash cans.

No harassing, harming, or feeding the wildlife.

Please walk while on the trail up and down the hill.

Do not touch exhibits in museum.

Do not lean on or write on top of museum cases.

**Guidelines for Chaperones:**

Keep a list of all of the students in your group (including notes on any
student with

special needs).

Know the rules for students.

Be aware at all times where your students are located.

Know what your day's schedule is.

Know where the class first aid kit is.

Know your teacher's name.

Keep control of students --- remove students who are disruptive during
programs.