Oregon 2009 Sesquicentennial Celebration
Oregon -The People, The Land
By Todd Jones
West Linn High School
Department: Social Sciences
Proposed Course Title: Oregon, The People
Length of Course: One Semester
Grade Level(s): 11, 12 (due to topic, material and exercise complexity)
Fee: To Be Determined (field trips, novels?)
Work Samples: Social Science Analysis
1. Brief Description: Oregon, The People is a fun, hands-on course in which
students explore Oregon’s history, then wrestle with the biggest challenges facing
Oregon today. Among other things, students will profile Native American tribes,
delve deep into the Lewis & Clark story, experience early pioneer life, read great
Oregon authors, discover the public policies that make Oregon unique, debate
2006 election ballot measures, research and recommend solutions to controversial
Oregon issues, lobby the legislature, engage in service projects to better our state,
visit industries that represent Oregon’s economy today and tomorrow, and use
poetry to discover what it means to be an Oregonian. See attached course outline
for further detail.
2. Impact: Social Science Department teachers have discussed the course concept
and believe it will be complimentary to other course offerings. Since freshmen
and sophomore students take required social science courses, this course likely
will be a selective choice for juniors and seniors looking to fulfill their six social
science course requirement. This course is designed to compliment a proposed
science course called Oregon, The Land. (Students can take one or the other or
both in successive semesters.) The two science teachers I spoke with say the
proposed science course will fit well in the science curriculum.
3. Additional Materials: Class sets of Undaunted Courage by Stephen Ambrose and
Sometimes a Great Notion by Ken Kesey. No need for additional instructional
materials, textbooks, workbooks, software, or technology.
4. Staff Development: Training may be needed, depending on how many sections
are offered and who is teaching them.
Oregon – The People, The Land
A concept for a new social studies/science course at West Linn High School.
Oregon will celebrate its sesquicentennial in 2009. In anticipation, the Oregon Heritage
Commission is planning numerous events and programs. One idea is the development of
an Oregon curriculum that could be replicated in public schools across the state. I want to
develop and deliver a pilot course in 2006-07 that could be presented to the Commission
as a model a full academic year before the 2008-09 school year.
Oregon would be a year-long course, but would be designed as two independent semester
courses so that students could take one or the other, or both in either order:
Oregon – The People (one semester): This course would focus on historic and current
issues and people.
Oregon – The Land (one semester): This course would focus on geology, geography and
1) How have/do Native Americans contribute to Oregon?
2) How do pioneer values help define what it means to be an Oregonian today?
3) What is Oregon’s lumberjack heritage?
4) Why is Oregon renowned for its social policies?
5) What are potential solutions to the most contentious issues in Oregon today?
6) Where are Oregon’s jobs today? Where will they be tomorrow?
7) What will it take to build a better Oregon?
8) What does it mean to be an Oregonian?
Unit Concepts for Oregon – The People.
I. Native Peoples: Profiles of Native American tribes, past and present, with
emphasis on their contributions to Oregon and its culture. Could involve guest
speakers and/or field trips.
II. Lewis & Clark: Reading of Undaunted Courage by Stephen Ambrose.
III. Pioneers: Who came and why? Production of a documentary on the Oregon
Trail to be presented in district elementary schools, with students conducting
primary research in pioneer journals, then adopting the personas of pioneer
families (similar to the approach John Othus took to the Civil War). Special
emphasis on pioneer values and how they help define what it means to be an
Oregonian today. A key element of this unit would be an overnight field trip
to all four Oregon Trail discovery centers.
IV. Lumberjacks: Consideration of Oregon’s delicate dance with the woods, built
around a reading of Ken Kesey’s Sometimes a Great Notion. Occasional
stories from Wildmen, Wobblies & Whistle Punks. Exhibition by lumberjack
V. The Oregon Legacy: Examination of the renowned social policies that make
Oregon unique – public beaches, initiative and referendum, euthanasia, bottle
bill, land use laws, Metro, Oregon Health Plan, CIM/CAM, etc.
VI. Biography: Student research on and profiles of people important in Oregon
history and Oregon today.
VII. Election ’06: Research and debates on ballot measures and the gubernatorial
race in the November 2006 election.
VIII. Oregon Issues: Research and presentations regarding contentious issues in
Oregon today, including the Willamette River, Measure 37, old growth
forests, school funding, salmon recovery, economic development, gambling,
gay marriage, cougars, methamphetamine, professional baseball, medical
marijuana, higher education funding, high-tech economy investment, etc.
Emphasis on isolating problems and recommending solutions.
IX. Oregon Government in Action: Students will learn the Oregon State Budget
and the workings of the Oregon legislature, then lobby legislators on issues of
X. The Oregon Economy: Students research key industries in the Oregon
economy, including individual visits to companies in each sector, then report
to the class.
XI. Land Use Laws: Mock trials in the consideration of Measure 37 claims.
XII. A Better Oregon? A study of the Oregon Progress Board’s benchmarks,
followed by student development of service projects designed to help the state
work toward achieving selected benchmarks.
XIII. What is an Oregonian? Identification of Oregon values through the poetry of
William Stafford, Kim Stafford and other noted Oregon poets. Perhaps a visit
by Kim Stafford to help students develop their own essays and poems on the
CIM Standards Addressed
SS.CIM.4.D.1(1) Understand the causes, characteristics, and impact of political,
economic, and social developments in Oregon state history.
SS.CIM.4.D.1(2) Identify and understand significant events, developments, groups, and
people in the history of Oregon after 1900.
SS.CIM.4.D.1(3) Understand the interactions and contributions of the various people
and cultures that have lived in or migrated to the area that is now Oregon after 1900.
SS.CIM.4.D.1(4) Consider and analyze different interpretations of key events and/or
issues in history from the perspective of Oregon.
Several Common Curriculum Goals in the area of Civics and Government also are met.
Social Science Analysis work sample (Framing an Issue, Research, Examination and
Conclusion) will be conducted in Unit VIII.
Oregon Curriculum Map
Oregon Basics: Geography and General Facts (290 mins. 3b, 2p = 1.5 wk.)
Day 1: Story of Prophet Joshua II from Holbrook. Course overview, expectations,
Walking field trip to Oregon City bluff looking out over Willamette Falls. “This is the
Garden of Eden. Why?” On way home, encounter John McLoughlin, the “Father of
Oregon,” in front of the McLoughlin House. See Crutchfield Ch 9. (85 minutes)
Sing “Oregon, My Oregon.” (20)
Use Oregon Blue Book to find and memorize Oregon basics: 33rd state, statehood
birthday (2/14/1859), rank in size (10th), motto (“She Flies with Her Own Wings”), colors
(blue, gold), capital (Salem), animal (beaver), flower (Oregon grape), tree (Douglas fir),
bird (western meadowlark), highest point (Mt. Hood 11,239), congressional
representatives (Walden, Blumenhaeur, Hooley, DeFazio, Wu), senators (Smith, Wyden),
governor (Kulongoski), counties (36), population (3.5 million), fish (chinook), fruit
(pear). Study for test. Take test. (55 + 20)
Anthology: read Kesey’s “The First Sunday of September.” Discussion: environment is
rough, unmerciful. Introduce students to maintaining notes from readings that answer,
“What is an Oregonian?” Note how locals simply move on. Oregonians know their lives
are a delicate dance with the land. When they lose, they deal practically.) (40)
Learn Oregon Geography:
Geographic regions: Columbia Plateau, Lower Columbia, Coast, Willamette Valley,
Southwest Mountains, Great Basin.
Key counties: Multnomah, Washington, Clackamas, Clark, Marion, Lane, Jackson,
Key cities: Portland, Salem, Eugene, Medford, Klamath Falls, Bend, Burns, Pendleton,
The Dalles, Astoria, Newport, Florence, Coos Bay
Key highways: I5, I84, 97, 20, 101
Mountains and ranges: Mt. Hood, Cascades, Coast, Klamath, Steens, Blue, Wallowa
Rivers: Columbia, Willamette, Snake, John Day, Deschutes
Lakes: Crater, Upper Klamath, Malheur
Fill-in map in class. Quiz later. Periodic quizzes. (45 + 25)
Add all of this to giant map on wall after class does it.
Native Oregonians (715 mins. 6b + 3p = 2.5 wk.)
Homework: read Chapter 1 of O’Donnell text. Discussion following. (15)
Field trip to Oregon Art Museum and Oregon Historical Society. Occur after students
have begun research on Native Oregonians, before they’ve conducted interactive theatre.
Examine Native American artifacts at OAM. Complete scavenger hunt worksheet. At
Oregon Historical Society, explore “Oregon My Oregon” permanent exhibit, with
features on geography, native cultures, exploration, missionaries, Oregon Trail, 20th
century immigration, and growth of Oregon issues. Tour serves as primer for beginning
O’Donnell text. Students pay careful attention to native cultures section. (all day)
Native Oregonians Interactive Theatre
Introduction to the following tribal regions/tribes:
Northeast: Nez Perce, Cayuse, Umatilla, Walla Walla
Southeast: Northern Paiute, Wasco
South: Klamath, Modoc, Takelma, Latgawa, Rogue
South Coast: Coos, Siletz, Coquille, Umpqua, Chetco, Tolowa
Central Coast: Siuslaw, Alsea, Yaquina
North Coast: Tillamook, Nehalem, Nestucca
Columbia: Chinook, Clatsop, Multnomah, Clackamas
Willamette Valley: Kalapulyan, Tualatin, Yamhill, Santiam, Mohawk, Yoncalla,
Assign a tribal area to two pairs. Each two pairs research the following: tribes, language,
area, population over time, brief history (including relations with whites), food,
dwellings, clothing, customs, artistry, situation today. (50 before, 80 after field trip)
Each pair prepare a ten-minute interactive theatre presentation on tribal region, designed
to teach visitors about tribes experientially. (80)
Rehearsal: present to other pair with same region. Compare ideas. Revise shows. (50)
Interactive Theatre: Day 1, A groups present to B groups (10 min x 8 tribes = 80). Day 2,
B groups present to A groups (10 min x 8 tribes = 80).
Place name/symbol of tribes on giant Oregon map.
Homework: synthesize tribal information and draw conclusions about Native Oregonians.
Inter-Tribal Council: How do we Native Oregonians react to arrival of Whites?
Groups of 4 (2 pairs with same tribes) use knowledge of tribes to determine how they
did/would react to arrival of whites….Inter-tribal council meets in arena/fishbowl style
(one rep of each group of 4 in inner circle, other members of group can tap in to
speaker’s position at any time). Debate what whites arrival means to us. (20 + 35)
(Read from Trask Chapter 19, Section 1, pages 266-272, as Trask and Kilchis discuss
whether Trask will be allowed to live in Killamook Country. Discussion: Can whites and
Native Oregonians live in harmony?) (25)
PP lecture on Whitman Massacre, Rogue River Indian Wars (1853-6), and Nez Perce
flight under Chief Joseph (see Crutchfield Ch 25). Include Modoc War (Crutchfield Ch
23) and Bannock War (Crutchfield Ch 24). Read Chief Joseph’s 1900 speech on whites,
page 15 of Lewis & Clark Through Native American Eyes pamphlet. (35)
Anthology: read Northern Paiute’s “The Beginning of the Earth,” and Lampman’s “The
Pack Beyond the Fire.” Discussion: What can we conclude about white’s impact on
(Application to today – meet in “council” to decide how to react to influx of Hispanics
into Oregon today: assign roles to individuals – farmer, catholic priest, social activist,
school teacher, low-income worker, wealthy property owner. Individuals read
backgrounders….small groups meet by role to plot arguments….jigsaw: small groups
with one of each role debate Hispanic influx….class debrief: How is this similar to
Natives coping with influx of whites? How is it different? What was our unfulfilled
responsibility to Natives? What is our responsibility to Hispanics?) (5 + 10 + 20 + 15)
Settlement (685 mins. 5b + 6p = 2.5 wk.)
Homework: read Chapter 2 of O’Donnell text. In-class review. (15)
PP lecture on Lewis & Clark. Information via Ambrose’s Undaunted Courage. Video
accompaniment and/or replacement? (50)
Homework: read Chapters 3 and 4 of O’Donnell text. In-class review. (30)
PP lecture on fur trappers (Hudson Bay Company), missionaries (Whitman, Lee; see
Crutchfield Ch 17), and Oregon Trail, including four motivations (see below). Begin
with story of Aurora “communists” from Holbrook. (80)
Field trip to Fort Vancouver: 1.5 hours in Visitor Center, 1 hour small group tour, 1 hour
self-guided tour through fort buildings, 1 hour School-of-the-Soldier hands-on
experience? (All Day)
Homework: read excerpts from Berry’s Trask. Class discussion. (50)
17-23: Trask talks with Solomon about Killamook Country. Ready for next challenge.
76-79: Rood won’t go to Killamook Country, Trask will. Ready for next challenge.
81-83: Talks with Hannah about why he’ll go. Risk-taker.
110-15: Gets “Doc” horse thru breakers. Risk-taker.
116-19: Fights fleas. Determined to win.
224-32: Illga takes Trask to see Killamook Country. Obsession with land.
290-94: Trask optimistic about Searching. Optimistic, won’t back down.
Produce documentary on Oregon Trail.
Small groups (7 x 4) research and write reports on components of Oregon Trail history:
Lewis & Clark expedition (see Crutchfield Ch 3)
Hudson Bay Company and the fur trappers
Whitman, Lee and the missionaries
Pioneers, by motive: (see Crutchfield Ch 5, 12, 13)
o Follow the frontier! Longing for freedom and separation.
o Free land! A square mile. Good farmland, huge forests, no disease.
o Patriots – let’s keep this land out of the hands of the British!
o Gold! Strikes in Southern and Eastern Oregon.
All group members research. (I provide research questions.) Groups compare notes, one
person writes report as homework. That person doesn’t work on script. (80) Sources:
www.endoftheoregontrail.org/5centers.html (see History Library)
Small groups read reports, brainstorm characters, setting and plot for reenactment. Group
members draft separate acts for reenactment script as homework. (130)
Small groups prep costumes and sets, memorize lines. Or, field trip to Oregon Trail
Interpretive Center to strategize sets and costumes. (80)
One director/narrator researches and writes documentary introduction and conclusion, as
well as bridges between small group segments. (while small groups work, visits all
groups continuously and coordinates work)
One cameraman films all groups. (homework)
Three editors edit film, including adding sound, text, visuals/maps, effects. (homework)
Watch documentary in class after work is complete. (40)
Anthology: Read Haycox’s “Cry Deep, Cry Still.” Discussion: pioneers ambitious,
determined, resigned/resolute, takes things in stride, no whining. (50)
Natural Resource Economy (1165 mins. 4b + 3p = 2 wk.)
Homework: read O’Donnell text Chapters 5 and 6 on statehood and early industries and
settlements. Class discussion. (40)
PP Lecture: Historically, Oregon’s jobs have centered around natural resources: (30)
1800-1840: skins and furs (see Crutchfield Ch 4)
farming – from grain to nursery, Christmas trees, fruit, wine
ranching – cattle (Peter French from Holbrook), sheep (Crutchfield Ch 16).
mining – ore, coal (Story of Copperfield from Holbrook.)
For info, see Chapter 9 of Schwantes The Pacific Northwest.
Anthology: read Higginson’s “Zarelda.” Discuss: woolen mill girl is strong and proud.
(35). Read Everett’s “Cry About a Nickel.” Discuss: the father is independent, proud,
macho, stubborn. (25)
Homework: Read handout “Daylight in the Swamp” from Holbrook.
PP lecture on history of wood products industry: (80)
Places are associated with their natural resources: Pennsylvania and coal, Saudi
Arabia and oil, South Africa and diamonds. For Oregon, it’s trees.
1825: David Douglas (see Crutchfield Ch 7)
1827: Hudson Bay Co, McLoughlin and first mill in Vancouver.
1833: first timber shipment to China
1851: 5 steam-powered mills in Oregon City, all by water
Pope and Talbot mill in Puget Sound – lower Columbia and Coos Bay serve San
Timber Barons: Frederick Weyerhaeuser: from Great Lakes to Northwest. Story
of Wobblies from Holbrook.
“Stumptown” Portland is a key western city/port. Stories of Three Sirens and
Bunco Kelly from Holbrook.
Logging practices, then and now (see Schwantes Chap 9). Show equipment –
spurs, misery whip, chokers, etc. Story of Whistlepunks from Holbrook.
1933: Tillamook Burn. Details in Holbrook and Crutchfield (Ch 28).
Industry’s heyday in the 1950s….
Industry’s decline due to competition, regulation, depletion. Special emphasis on
spotted owl controversy and the beginning of the end of the old industry.
Wood products industry today
o Secondary wood products, finished goods
o Success stories: Jeld-Wen, Brightwood (class talk w Carl Lindgren?)
(Lecture on environmental impacts. Nice summary on Wikipedia. Incorporate into history
of wood products industry lecture?
Logging Controversies. For each: lay out pros and cons….students journal ideas….
students sit in room according to position, debate issues. (30 min per issue x 6 = 180)
o Old growth
o Endangered species (spotted owl)
o Logging roads
o Forest management v leave-it-be
o Salvage harvest after fires like Biscuit, B&B)
Watch Oregon Forest Resource Institute’s video Oregon’s Generous Forests: How
Foresters are Solving the Forest Puzzle.”?? (50)
Watch Kesey’s “Sometimes a Great Notion” movie. Lead in with stories of Gorse of
Bandon Fire and Heppner Disaster in June, both in Holbrook. Message: To live on and
from Oregon land is not easy. Debrief after movie. (130)
Homework: read excerpts from Kesey’s Sometimes a Great Notion. Discussion. (50)
27-32: Never give a inch! Tough, determined fighters.
249-55: Henry’s story about the hunted. Run from enemies until drown, or turn and fight.
358-64: Evanwrite, Draeger confront Hank. Hank is for himself, family.
460-63: Joe’s infernal faith and optimism.
Field trip to Sabin Skills Center at Camp Withycombe for lumberjack exhibition and
lumber production demonstration. Try to set up as series of stations that small groups
visit: tree-climbing, log-rolling, axe throwing, sawmill, chopping demo. (half-day: 80)
(Read aloud Kesey’s Sometimes a Great Notion, pp 44-46 – describes logging town.
Discuss what we notice about it. (15)
Pairs research timber communities. Questions to answer:
(1) What role did logging/milling play in the town’s history up until 1980?
(2) What has happened to the town’s logging/milling since 1980? How has this
impacted the community?
(3) How has the town changed since 1980? What, if anything, keeps it going today?
Tell story visually in five-minute pictures-only slide presentation. Research must include
at least one interview via phone or email. (160 + homework for research, 160 for slide
presentation development, 160 for slideshow presentations, 30 for debrief: synthesize
data – patterns in how communities cope with decline of timber industry?)
Adequate resources on: Garibaldi (503-322-8411; www.garibaldimuseum.com), Gilchrist
http://www.forestnet.com/archives/Feb_05/sawmilling2.htm), Sweet Home (Mona
Waibel www.co.linn.or.us/Museum/linn_county_history), Oakridge (Herb Tucker
Oakridge Pioneer Museum 541-782-2885, 541-782-4262), Toledo (541-265-7509; 541-
336-2247 ext 215), Coos Bay (541-756-6320; www.cooshistory.org), Myrtle Point (Coos
County Logging Museum 541-572-1014), Gold Beach (541-247-6113;
www.curryhistory.com), Brookings (Chetco Valley Museum 541-469-6651), Reedsport
(www.umpquadiscoverycenter.com (541) 271-4816), Burns (Ron Wassom,
www.burnsmuseum.com), Philomath (www.bentoncountymuseum.org), Springfield (Rob
Romig, www.lchmuseum.org; www.springfieldmuseum.com), Cottage Grove (Chris
Blair, www.lchmuseum.org, www.cottagegrove.net), Veneta (www.lchmuseum.org),
Mapleton (www.lchmuseum.org; www.ohs.org/education/oregonhistory/narratives/),
Klamath Falls (Klamath County Museum 541-883-4208), Rogue River (Woodville
Museum 541-582-3088; www.sohs.org), Brownsville
(www.co.douglas.or.us/museum/), Sutherlin (www.co.douglas.or.us/museum/), Drain
(www.drainoregon.org www.co.douglas.or.us/museum/), Myrtle Creek
(www.co.douglas.or.us/museum/), Canyonville (www.co.douglas.or.us/museum/),
Rainier (Rainier Historical Society 503-556-4176, www.clatskanie.com), Oregon City
(Clackamas County Historical Society Museum), Albany (John Donovan,
www.armuseum.com/), Bend (www.co.deschutes.or.us/go/objectid/454C81AB-BDBD-
57C1-9927D595EAA55D85/index.cfm), Grants Pass (Jim Dole
www.webtrail.com/jchs/), Vernonia (see Vernonia Pioneer Museum, and www.vernonia-
or.gov/history/history.asp), Estacada (www.estacadachamber.org/estacada_history.htm),
Molalla (Molalla Museum 503-266-5571), Mill City (Canyon Life Museum 503-897-
4088, 503-897-2877; www.co.linn.or.us/museum/linn_county_history), Lakeview
(www.lakecountymuseum.com), Madras (Carl Lindgren), LaGrande
(www.eoni.com/~eugenesmith/), Enterprise (www.co.wallowa.or.us/museum/), Lebanon
(www.co.linn.or.us/museum/linn_county_history), Clatskanie (www.clatskanie.com)
Harrisburg (www.co.linn.or.us/museum/linn_county_history), Stayton
(www.ci.stayton.or.us/history.html, Santiam Historical Society Museum 503-769-1406),
Helpful research sources:
http://bluebook.state.or.us/ click on local, cities, community profile
(Other field trip options: World Forestry Center or Magness Tree Farm in Wilsonville.)
Oregon History, Conclusion (195 mins. 1 b + 1p = .5 wk.)
Homework: Read and take notes on O’Donnell Chapters 7 and 8. Class discussion
follows. (30) In O’Donnell text, highlight in Chronological History of Oregon (pages
113-124) key dates and events students must know. (25)
Japanese Internment: In anthology, read Inada’s “The Flower Girls.” Discuss. (30)
(Lecture background on Japanese internment during World War II. Select readings,
viewings and discussions from primary sources. See lesson on Oregon Historical Society
website: Go to www.ohs.org. Under The Oregon History Project, click on Learning
Center, scroll down and click on Lesson Plan: High School: Japanese Internment.) (85)
Test on Oregon history based on O’Donnell text and class lectures. (50-80)
Read in anthology Epple’s “Garage Sale People.” Discuss characteristics of an Oregonian
they observe in Dario. (30)
Election 2006 (705 mins. 2-3 wks.)
Ballot measure debates: Assign four students to each of seven ballot measures, two pro,
two con. Students use voters’ pamphlets to read summaries about and arguments for and
against the measures.
Lecture on initiative system. Summary and selection of measures. (50)
Research, strategizing, written talking points, rehearsal. (160)
Debates x 7: overview by me, pro arguments, con arguments, pro rebuttal, con
rebuttal. Positioning around the room. Questions from audience. Probing by me.
Repositioning around room. (310)
(Issue discussion by candidates for state representative, Backa and Bruun.) (50)
(Analysis of Kulongoski’s and Saxton’s positions on key issues. Students write
personally who they’d vote for and why. Students complete a matrix using candidates’
collateral materials, special interests’ collateral materials on the candidates, and websites
(get laptops). Other gubernatorial candidates deliberately are left out until students
question why they aren’t included. If no students point this out, bring it up towards the
end of the exercise. At end, students revisit who they’d vote for and why.) (85)
Lecture on importance of voting. Participate in Oregon student mock election. (50) See:
What is an Oregonian? (30-80 mins. 1p-1b.)
All students write a 2-4 page essay answering the question, “What is an Oregonian?”
Essays must include numerous citations from semester’s readings. Use only enough class
time to explain essay and give citation hints. (30) Look for:
Berry: Trask is a risk-taker, ready for the next challenge, determined to win,
obsessed with land, and optimistic (He won’t back down.).
From study of Pioneers: Ambitious, hopeful, resolved, determined.
Kesey: Hank is a fighter and is committed fully to his family. Joe is optimistic.
o “Zarelda” (Higginson): mill girl strong and proud.
o “Cry Deep, Cry Still” (Haycox): pioneer man ambitious, pioneer woman
o “Cry About a Nickel” (Everett): father is independent, proud, macho,
stubborn. Much like Hank Stampfer.
o “Garage Sale People” (Eppel): father is opportunistic
o “The Doe” (Gloss): pragmatic, resigned, accepting of fate.
From study of Oregon’s “legacy”: environmental, pragmatic, populist
Other personalities to throw in the mix, intelligent individuals with integrity: Morse,
Neuberger, McCall, Hatfield, Abigail Scott Duniway, Chief Joseph, Steve Prefontaine.
* Week of paper writing: Share quick stories from Crutchfield: Louis Remme’s
remarkable ride (Ch 20), Monopoly on Columbia (Ch 21), Suffragette Duniway (Ch 27).
(Idea for the future: Read from Kim Stafford’s “Essays of Place.” Stafford teach students
how to write their own essays of place. Students write personal narratives as essays of
Oregon Issues (1725 mins. 5-7 wks.)
Open with story of Homestead murders from Holbrook. Note Oregon’s lead in using a
woman doctor and forensic evidence.
Lecture on Oregon’s “legacy” of progressive policy: (85)
Oregonians care about the environment.
1951: First laws to control air pollution.
Public beaches – compare to other coasts.
1971: Bottle Bill – does it need to be updated? See Oregonian editorial of 8/6/06.
Called first mandatory beverage container deposit.
1973: Statewide land use planning – zoning, UGB, and the Measure 37 debate.
1977: First ban on aerosol spray cans.
Oregonians want power to the people!
“Oregon-style” journalism. (Crutchfield Ch 15).
Initiative and Referendum – History, including U’Ren, numbers, common issues.
Controversy: legislature ineffective, special interests abuse, no deliberation.
1902-14: legislation to make democracy work: initiative, referendum, direct
primary, indictment by grand jury, recall, Corrupt Practices Act, employers’
liability, women’s suffrage, eight-hour workday for women.
1994: Death with Dignity Act. Doctor-Assisted Suicide. Read in anthology
Love’s “The Doe.” Note her pragmatic compassion.
Oregonians are pragmatic problem-solvers.
1919: First state to impose a gas tax for highway construction/maintenance.
Metro – traditional government layers are city/county/state. In metro area, local
jurisdictions were competitive and duplicative. Regional government theory and
responsibility. Activities from Donovan’s Metro curriculum guide?
Oregon Health Plan – Healthcare “rationing.” The problem, the solution, the
controversy. The ongoing question: What do we do for the uninsured?
1996: Vote-by-Mail for federal offices.
1972: Almanac of American Politics calls us “Laboratory of Reform on Pacific Rim.”
Individual research papers on controversial issues.
Overview of issues: Willamette River, Measure 37, old growth forests, school funding,
education reform, salmon recovery, economic development, gambling/lottery, gay
marriage, cougars, methamphetamine, professional baseball, medical marijuana, higher
education funding, Oregon Health Plan, sales tax/tax reform, self-service gas, fluoride in
the water, Mt. Hood development, grazing (ranching and rangelands), navigability,
legislature (annual v biennial, open primaries), doctor-assisted suicide, affordable
housing, hunger, public pension system reform, etc. (30) After preview, students indicate
top ten choices on worksheet.
Review paper instructions and expectations: (15)
Note cards (minimum twenty)
Sources: advocate websites, Oregonian index, elibrary, direct interview
Endnotes and bibliography (MLA)
Submit to turn-it-in.com
Demonstrate use of required sources. Demonstrate working bibliography. Demonstrate
note-taking on note cards. (50)
Research for one week (260). During this time I review with students essential questions
I provided them, guide research and do periodic note card checks.
Demonstrate how to organize paper via note cards. (30) Students begin organizing
Demonstrate how to use organized note cards to draft paper, and how to build endnotes
section and bibliography as paper is written. (30)
Paper drafts. (180)
Individual presentations on controversial issues:
Review slide presentation instructions and expectations: (15)
Review elements of a strong slide presentation. (20)
PowerPoint slideshow presentation development. (160)
Review strong speaking skills. Rehearse presentations. (50)
Presentations, each followed by class discussion and debate. Class participation points
awarded during this phase of class. Students must listen to presentations – points will be
lost if they can’t answer questions I direct at them during discussion. Two or three
presentations per period, three or four presentations per block – three weeks, max. (780)
Oregon’s Economy (615 mins. 1b + 3p = 1 wk. or 4b + 6p = 2.5 wk.)
Student research on Oregon’s economic development clusters.
Students go to www.oregonclusters.org and read general overview, then click on FAQ
and read the following segments: (45)
How do clusters work
Why are clusters important to the economy
What is the theory behind clusters’ competitive advantage
What are the common misconceptions about clusters
What can be done to develop clusters in Oregon
Slide presentation lecture overview of Oregon’s 11 economic development clusters. For
further info, see www.oregonclusters.org: (50)
High Technology/Software: computer and computer related industries, including
semiconductors, electronic and computer equipment, material suppliers, software,
communication products, and information and design services. Major firms
include Intel, Siltronic Corp, TriQuint, WaferTech, 3M, Epson, Planar, etc.
Forest/wood/paper products: logging, primary and secondary wood products, pulp
and paper products, university research, manufactured housing, printing and
publishing. Major firms include Weyerhaeuser, Jeld-Wen, Brightwood….
Food processing: food processing and packaging. Major firms include Tillamook
County Creamery Association, Smith Frozen Foods, Norpac Foods, ConAgra
Food, Pacific Seafood Group. See www.nwfpa.org.
Apparel/sporting goods: Nike, Adidas, Columbia Sportswear, Pendleton Woolen
Mills, Leatherman Tools, LaCrosse.
Transportation equipment: Boeing Company, Freightliner, Gunderson, Cascade
General, Warn Industries, Zidell….
Creative services: movie and video production, software publishing, graphic
design, photography, advertising. Major firms include Wieden and Kennedy, Will
Vinton Studios, Metropolitan Group, Timberline Software….
Recreation: recreational centers, accommodations, restaurants, parks,
conventions. Keystakeholders include Powell’s Books, Oregon Zoo, OMSI,
Oregon Convention Center, Tillamook Creamery, Hatfield Aquarium….
Metals: fabricated metal product manufacturing, machinery manufacturing,
primary metal manufacturing. Major firms include American Steel, ESCO
Corporation, Madden Fabrication, NW Pipe, Oregon Iron Works, Oregon Steel
Mills, Schnitzer Steel.
Nursery products: Brentano’s Tree Farm, Van Essen Nursery, Fisher Farms, Bell
Family Nursery, Garland Nursery, Evergreen Nursery. See www.oan.org….
Professional services: legal, accounting, architecture, engineering, management
consulting. Major firms include Green Works, Zimmer Gunsul Frasca, Stoel
Rives, Ater Wynn, KPFF Consulting Engineers, MetroOne Telecommunications,
BML Architects, Bank of the Cascades, Bullivant Houser, Hoffman Construction.
Biomedical: medical and dental devices, pharmaceuticals, biotechnology. Major
firms include Oregon Health Sciences University, Electrical Geodesics, Alta
Biomedical Group, A-dec Inc, IBM Life Sciences.
After lecture, students indicate top five choices. Group by interests.
Students visit companies within clusters. Strive for tours and interviews with key
personnel. Explain assignment to students, demonstrate how to identify and gather
contact information for key personnel, coach them on making phone/email contacts, give
them time to make phone/email contacts. Review instructions for written reports. (55)
Some time after written reports are due, as substitute for Oregon Economy Presentations
described below, I review each cluster for 3 minutes followed by 1-2 minute student oral
summaries of companies visited within each cluster. For visual, students can pull up
company websites. (80)
Can stop unit here or:
After period of time to allow for company visits, allow time for slideshow presentation
development. Topics to cover include: (80)
overview of company
company’s growth prospects
job responsibilities for key individuals
education, training, skills needed to be successful in that company
Oregon Economy Presentations. (385)
For each cluster, I share general overview: (5 minutes per)
What types of businesses/jobs does this cluster include.
Why is this a target cluster for Oregon?
How, if at all, is employment in this cluster expected to increase?
Key Oregon companies in this cluster.
After each general overview, students who visited companies in that cluster share their
presentations. (10 minutes per x 2 or 3)
(Idea for later: Have a representative of ONAMI show-off products of tomorrow.)
Oregon Government (375-425 mins. 3b + 3p = 1.5 wk.)
Slide presentation lecture on layers of government (city, school, county, state), including
taxes (what you pay) and services (what you get). (50)
Slide presentation lecture on how the Oregon legislature works. (30)
Demonstration of how to research bills using legislature’s website. (20)
Students identify bills of interest and complete worksheet. (80)
Students identify one bill of most interest and conduct further research on issue. (50)
Demonstrate how to track bills using legislature’s website. (20)
Students track key bills and identify key stakeholders. (30)
Demonstrate how to write an email to a legislator. (15)
Students write and send emails to key legislators. (50 or homework?)
Field trip to Capitol Building in Salem for AOI workshop on how to lobby, tour of
capitol, and appointments with legislators and/or their staff. (all day) Offer extra credit to
any student who meets with a legislator or staff member? Must have signed business card
Amalgamation of “basics” quiz, geography quiz, history test, questions on Oregon’s
“legacy” and economic development clusters, and questions on Oregon issues. (Students
with perfect attendence – no absences, no tardies – can opt out of final.)
Write Oregon trivia on board every day.
Tell stories from “Wildmen, Wobblies & Whistle Punks” and “It Happened in Oregon”
Offer an optional “Hiking Oregon’s History” trip once a month. Start with Cascade
Geographic Society’s “Living History Village” at the Mt. Hood Autumn Festival.
Building a Better Oregon (380 mins. 4b + 1p = 1.5 wk.)
In anthology, read Le Guin’s “The Ones Who Walk Away from Omelas.” Discuss our
moral responsibility to other Oregonians. (35)
Lecture: Explain history of Oregon Shines, Oregon Progress Board and Benchmarks.
Class scavenger hunt to find facts hidden in 90 Benchmarks. Entire class works together,
all students record answers on worksheet. Debrief. (80)
Students explore benchmarks, prioritize benchmarks they’d prefer to address thru service
projects. Worksheet: I’d most like to help with these (five) because…. (50)
Business Vitality (Benchmarks 1-6)
Economic Capacity (7-8)
Business Costs (9-10)
Education (Consider Benchmarks 18, 19, 20, 27, 28)
Skill Development (27-29)
Civic Engagement (Consider Benchmarks 31, 33, 37, 38)
Public Sector Performance (35-36)
Social Support (Consider Benchmarks 39, 40, 42, 44, 46, 47, 48, 49, 50, 55, 57, 58)
Independent Living (58-60)
Public Safety (Consider Benchmarks 63, 67)
Emergency Preparedness (67)
Community Development (Consider Benchmarks 70, 74)
Growth Management (68-69)
Environment (Consider Benchmarks 78, 83, 85, 89)
Plants and Wildlife (85-89)
Outdoor Recreation (90)
Class process of identifying individual preferences with small or large groups emerging.
(40) Groups brainstorm what they’d like to do, then establish subjective goal and
measurable objectives. Will they produce a product, stage an event, complete an action?
It’s preferable that service projects by direct or indirect service, but with teacher
approval, may be advocacy projects. (40 + homework) Groups finalize goal and
objectives, draft work plan and timeline, based on idea of what all must happen to
achieve goal and objectives. Work plan/timeline should include identification of tasks,
responsible individuals, deadlines, and materials needed. (50)
Periodically, groups must submit update reports to teacher and group leaders must meet
At the end of service project period, group leaders must develop slideshow presentations
that cover Oregon’s need, the benchmark, goal and objectives, service performed, and
evaluation. Follow presentations with party to celebrate service to state. (85)