1treaty Of Medicine Creek 1854articles Of Agreement And Convention Ma ✓ Solved
1 Treaty of Medicine Creek, 1854 Articles of agreement and convention made and concluded on the She-nah-nam, or Medicine Creek, in the Territory of Washington, this twenty-sixth day of December, in the year one thousand eight hundred and fifty-four, by Isaac I. Stevens, governor and superintendent of Indian affairs of the said Territory, on the part of the United States, and the undersigned chiefs, head-men, and delegates of the Nisqually, Puyallup, Steilacoom, Squawskin, S'Homamish, Stehchass, T'Peeksin, Squi-aitl, and Sa-heh-wamish tribes and bands of Indians, occupying the lands lying round the head of Puget's Sound and the adjacent inlets, who, for the purpose of this treaty, are to be regarded as one nation, on behalf of said tribes and bands, and duly authorized by them.
ARTICLE 1. The said tribes and bands of Indians hereby cede, relinquish, and convey to the United States, all their right, title, and interest in and to the lands and country occupied by them, bounded and described as follows, to wit: Commencing at the point on the eastern side of Admiralty Inlet, known as Point Pully, about midway between Commencement and Elliott Bays; thence running in a southeasterly direction, following the divide between the waters of the Puyallup and Dwamish, or White Rivers, to the summit of the Cascade Mountains; thence southerly, along the summit of said range, to a point opposite the main source of the Skookum Chuck Creek; thence to and down said creek, to the coal mine; thence northwesterly, to the summit of the Black Hills; thence northerly, to the upper forks of the Satsop River; thence northeasterly, through the portage known as Wilkes's Portage, to Point Southworth, on the western side of Admiralty Inlet; thence around the foot of Vashon's Island, easterly and southeasterly, to the place of beginning.
ARTICLE 2. There is, however, reserved for the present use and occupation of the said tribes and bands, the following tracts of land, viz: The small island called Klah-che-min, situated opposite the mouths of Hammerslev's and Totten's Inlets, and separated from Hartstene Island by Peale's Passage, containing about two sections of land by estimation; a square tract containing two sections, or twelve hundred and eighty acres, on Puget's Sound, near the mouth of the She-nah-nam Creek, one mile west of the meridian line of the United States land survey, and a square tract containing two sections, or twelve hundred and eighty acres, lying on the south side of Commencement Bay; all which tracts shall be set apart, and, so far as necessary, surveyed and marked out for their exclusive use; nor shall any white man be permitted to reside upon the same without permission of the tribe and the superintendent or agent.
And the said tribes and bands agree to remove to and settle upon the same within one year after the ratification of this treaty, or sooner if the means are furnished them. In the mean time, it shall be lawful for them to reside upon any ground not in the actual claim and occupation of citizens of the United States, and upon any ground claimed or occupied, if with the permission of the owner or claimant. If necessary for the public convenience, roads may be run through their reserves, and, on the other hand, the right of way with free access from the same to the nearest public highway is secured to them. ARTICLE 3. The right of taking fish, at all usual and accustomed grounds and stations, is further secured to said Indians in common with all citizens of the Territory, and of erecting temporary houses for the purpose of curing, together with the privilege of hunting, gathering roots and berries, and pasturing their horses on open and unclaimed lands: Provided, however, That they shall not take shellfish from any beds staked or cultivated by citizens, and that they shall alter all stallions not intended for breeding-horses, and shall keep up and confine the latter.
2 ARTICLE 4. In consideration of the above session, the United States agree to pay to the said tribes and bands the sum of thirty-two thousand five hundred dollars, in the following manner, that is to say: For the first year after the ratification hereof, three thousand two hundred and fifty dollars; for the next two years, three thousand dollars each year; for the next three years, two thousand dollars each year; for the next four years fifteen hundred dollars each year; for the next five years twelve hundred dollars each year; and for the next five years one thousand dollars each year; all which said sums of money shall be applied to the use and benefit of the said Indians, under the direction of the President of the United States, who may from time to time determine, at his discretion, upon what beneficial objects to expend the same.
And the superintendent of Indian affairs, or other proper officer, shall each year inform the President of the wishes of said Indians in respect thereto…. ARTICLE 8. The aforesaid tribes and bands acknowledge their dependence on the Government of the United States, and promise to be friendly with all citizens thereof, and pledge themselves to commit no depredations on the property of such citizens. And should any one or more of them violate this pledge, and the fact be satisfactorily proved before the agent, the property taken shall be returned, or in default thereof, or if injured or destroyed, compensation may be made by the Government out of their annuities. Nor will they make war on any other tribe except in self-defence, but will submit all matters of difference between them and other Indians to the Government of the United States, or its agent, for decision, and abide thereby….
ARTICLE 9. The above tribes and bands are desirous to exclude from their reservations the use of ardent spirits, and …it is provided, that any Indian belonging to said tribes, who is guilty of bringing liquor into said reservations, or who drinks liquor, may have his or her proportion of the annuities withheld from…. ARTICLE 10. The United States further agree to establish at the general agency for the district of Puget's Sound, within one year from the ratification hereof, and to support, for a period of twenty years, an agricultural and industrial school, to be free to children of the said tribes and bands, in common with those of the other tribes of said district, and to provide the said school with a suitable instructor or instructors, and also to provide a smithy and carpenter's shop, and furnish them with the necessary tools, and employ a blacksmith, carpenter, and farmer, for the term of twenty years, to instruct the Indians in their respective occupations.
And the United States further agree to employ a physician to reside at the said central agency, who shall furnish medicine and advice to their sick, and shall vaccinate them; the expenses of the said school, shops, employees, and medical attendance, to be defrayed by the United States, and not deducted from the annuities. ARTICLE 11. The said tribes and bands agree to free all slaves now held by them, and not to purchase or acquire others hereafter. ARTICLE 12. The said tribes and bands finally agree not to trade at Vancouver's Island, or elsewhere out of the dominions of the United States; nor shall foreign Indians be permitted to reside in their reservations without consent of the superintendent or agent.
3 ARTICLE 13. This treaty shall be obligatory on the contracting parties as soon as the same shall be ratified by the President and Senate of the United States. In testimony whereof, the said Isaac I. Stevens, governor and superintendent of Indian Affairs, and the undersigned chiefs, headmen, and delegates of the aforesaid tribes and bands, have hereunto set their hands and seals at the place and on the day and year hereinbefore written. Isaac I.
Stevens, (L.S.) Governor and Superintendent Territory of Washington. Qui-ee-metl, his x mark. (L.S.) Sno-ho-dumset, his x mark. (L.S.) Lesh-high, his x mark. (L.S.) Slip-o-elm, his x mark. (L.S.) Kwi-ats, his x mark. (L.S.) Stee-high, his x mark. (L.S.) Di-a-keh, his x mark. (L.S.) Hi-ten, his x mark. (L.S.) Squa-ta-hun, his x mark. (L.S.) Kahk-tse-min, his x mark. (L.S.) Sonan-o-yutl, his x mark. (L.S.) Kl-tehp, his x mark. (L.S.) Sahl-ko-min, his x mark. (L.S.) T'bet-ste-heh-bit, his x mark. (L.S.) Tcha-hoos-tan, his x mark. (L.S.) Ke-cha-hat, his x mark. (L.S.) Spee-peh, his x mark. (L.S.) Swe-yah-tum, his x mark. (L.S.) Cha-achsh, his x mark. (L.S.) Pich-kehd, his x mark. (L.S.) S'Klah-o-sum, his x mark. (L.S.) Sah-le-tatl, his x mark. (L.S.) See-lup, his x mark. (L.S.) E-la-kah-ka, his x mark. (L.S.) Slug-yeh, his x mark. (L.S.) Hi-nuk, his x mark. (L.S.) Ma-mo-nish, his x mark. (L.S.) Cheels, his x mark. (L.S.) Knutcanu, his x mark. (L.S.) Bats-ta-kobe, his x mark. (L.S.) Win-ne-ya, his x mark. (L.S.) Klo-out, his x mark. (L.S.) Se-uch-ka-nam, his x mark. (L.S.) Ske-mah-han, his x mark. (L.S.) Wuts-un-a-pum, his x mark. (L.S.) Quuts-a-tadm, his x mark. (L.S.) Quut-a-heh-mtsn, his x mark. (L.S.) Yah-leh-chn, his x mark. (L.S.) To-lahl-kut, his x mark. (L.S.) Yul-lout, his x mark. (L.S.) See-ahts-oot-soot, his x mark. (L.S.) 4 Ye-takho, his x mark. (L.S.) We-po-it-ee, his x mark. (L.S.) Kah-sld, his x mark. (L.S.) La'h-hom-kan, his x mark. (L.S.) Pah-how-at-ish, his x mark. (L.S.) Swe-yehm, his x mark. (L.S.) Sah-hwill, his x mark. (L.S.) Se-kwaht, his x mark. (L.S.) Kah-hum-klt, his x mark. (L.S.) Yah-kwo-bah, his x mark. (L.S.) Wut-sah-le-wun, his x mark. (L.S.) Sah-ba-hat, his x mark. (L.S.) Tel-e-kish, his x mark. (L.S.) Swe-keh-nam, his x mark. (L.S.) Sit-oo-ah, his x mark. (L.S.) Ko-quel-a-cut, his x mark. (L.S.) Jack, his x mark. (L.S.) Keh-kise-bel-lo, his x mark. (L.S.) Go-yeh-hn, his x mark. (L.S.) Sah-putsh, his x mark. (L.S.) William, his x mark. (L.S.) Executed in the presence of us - - M.
T. Simmons, Indian agent. James Doty, secretary of the commission. C. H.
Mason, secretary Washington Territory. W. A. Slaughter, first lieutenant, Fourth Infantry. James McAlister, E.
Giddings, jr. George Shazer, Henry D. Cock, S. S. Ford, jr., John W.
McAlister, Clovington Cushman, Peter Anderson, Samuel Klady, W. H. Pullen, P. O. Hough, E.
R. Tyerall, George Gibbs, Benj. F. Shaw, interpreter, Hazard Stevens. Ratified Mar.
3, 1855. Proclaimed Apr. 10, 1855. 1 Dr. Casserly HIST& 214 Paper I This assignment is intended to help you develop skills in critical thinking and analysis, and effective writing, while developing a greater understanding of some of the most important issues in Pacific Northwest history.
Write a 3-4 page essay (double-spaced, 12 point Times Roman font) that addresses ONE of the following prompts: 1. Analyze and discuss the changes in the power relationship between Native Americans and whites in the Pacific Northwest in the period from the late 1700s to the late 1800s. Your essay should examine the major forces that influenced changing power relations between native people and whites and evaluate those forces’ impacts. You MUST use evidence from Mourning Dove, at least ONE other PRIMARY source, and ONE SECONDARY source assigned for class in writing the paper. OR 2.
Discuss how attitudes toward and uses of the Northwest’s environment changed (or did not change) between the arrival of Europeans in the region in the late 1700s and the early 1900s. What factors shaped these attitudes and uses of the region’s natural resources? You MUST use evidence from The Organic Machine, at least ONE PRIMARY source, and ONE other SECONDARY source assigned for class in writing the paper. OR 3. Discuss the goals of various residents of, and visitors to, the Northwest between the late 1700s and the early 1900s about the kind of society they sought to create in the region and their efforts to build these societies.
What motivated their ideas about the region? Explain their success or failure in bringing their ideas to fruition. You MUST use evidence from either The Organic Machine OR Mourning Dove, at least ONE PRIMARY source, and ONE SECONDARY source assigned for class in writing the paper. This assignment is worth 200 points of your overall grade for the class. Remember, I am here to help you with this paper.
You can send me a thesis statement, introductory paragraph, outline, or a rough draft of your paper and I will provide you with feedback on it. Feel free to ask questions about the assignment via e-mail or visit me during office hours. Another useful resource is the Writing Lab in the college’s Academic Success Center – see This assignment is due at the start of class on Monday, February 4. Late papers will be penalized for each day they are late. You DO NOT need to do research outside of class for the paper.
I expect college-level work on this assignment. Therefore, your paper should: ï‚· Have a thesis or argument that addresses the paper topic and drives your analysis. Your thesis should be supported throughout the paper by the effective use of evidence. Each paragraph should be adding to the overall argument you are making in your paper. For details of how to construct a thesis see guides/thesis.htm ï‚· Use evidence that meets the minimum requirements specified in the prompt. ï‚· Not use any sources other than those assigned for class without my permission.
2 ï‚· Have an introduction, where you define your thesis, and a logical organization that flows from the thesis. ï‚· Have a conclusion where you restate your thesis and explain its significance. ï‚· Have effective transitions between paragraphs that add to the overall argument in your paper. ï‚· Not use any sources other than those assigned for class without first obtaining my permission. ï‚· Be a product of your own work only, written specifically for this class. You may not submit assignments produced for other classes for this course. ï‚· Provide citations for all ideas and evidence that are not your own using a consistent and clear citation format. I prefer the Chicago Manual of Style format – see – but it is not required.
For guidance on how to insert footnotes in a Word document see 07/Word2007.htm Remember, failure to cite the source of your information or ideas constitutes plagiarism. If you have questions about when or if you need to provide citations, please ask! ï‚· Be 3-4 pages long (approximately 1100 – 1200 words), NOT including citations or cover page, typed double-spaced with 12 point Times Roman font and standard margins. ï‚· Include some direct quotations from the readings as evidence to support your analysis. However, quotes should be used sparingly and ideally only from primary sources. Quotes can never stand alone – you MUST provide an introduction/transition and context for quotations. Avoid long "block" quotes, i.e. quotes that are more than 3 lines long. ï‚· Be well-written, grammatically correct, without typos or spelling mistakes.
The effectiveness and clarity of your writing will be a significant factor in the grades you get for papers. Some final points about this assignment: ï‚· Good resources for writing papers include, Patrick Rael, Reading, Writing, and Researching for History: A Guide for College Students (Brunswick, ME: Bowdoin College, 2004) available at and Kate Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations. ï‚· You must keep a copy of all papers you submit for the class. ï‚· If you disagree with my assessment of your work, you should discuss this with me. You must describe in writing why you disagree with my assessment. Please supply the original paper or exam with my comments and a description of why you feel the grade you received was unfair.
After reevaluating your work I may decide to increase, decrease or leave your grade unchanged. These are the criteria I use in evaluating papers for the class: ï‚· Thesis – does the paper have a strong and clear argument or thesis in response to the prompt? Do you effectively carry your analysis throughout the paper? ï‚· Evidence – is the thesis supported by the effective use of evidence? Is that evidence cited clearly and effectively? Do you meet the evidence requirements as specified in the prompt you chose to write about? ï‚· Historical context and themes – do you effectively explain the historical context behind the issues you are examining and link those issues to larger historical themes? ï‚· Introduction & conclusion – does your introduction grab the reader’s attention and make them want to read more?
Does it provide a “roadmap†for where the paper is going? Does the conclusion sum up your paper’s analysis and make a final case to convince the reader of the validity of that analysis? ï‚· Transitions – does the paper flow smoothly, with each paragraph leading smoothly to the next? Are there clear topic sentences (or mini theses) for each paragraph? 3 ï‚· Writing quality – is the paper’s prose clear and effective? Does it have grammatical errors?
Spelling mistakes? Typos? ï‚· Additional comments – Are there other ways that the paper could be improved?
Paper for above instructions
The dynamics of power between Native Americans and white settlers in the Pacific Northwest underwent significant changes from the late 1700s until the late 1800s. This period was marked by the relentless expansion of European settlers, which altered the socio-political landscape, leading to the systematic marginalization of Native American tribes. The Treaty of Medicine Creek in 1854 exemplifies this shift in power, signifying a complex interplay of negotiation, coercion, and ultimate domination of Indigenous sovereignty. This essay analyzes the forces that influenced these changing power relations, evaluating the impacts of such forces through historical records, including primary sources like the Treaty of Medicine Creek, and secondary analyses by contemporary historians.
The late 18th century marked the initial phases of European settlement in the Pacific Northwest. Explorers and fur traders, motivated by commerce and curiosity, began to encroach on Indigenous territories, establishing a fraught landscape of exchange and conflict. The presence of settlers disrupted traditional Indigenous lifestyles, leading to a struggle for resources and land. Mourning Dove, in her collection of narratives, provides a deeper understanding of the initial interactions between Indigenous peoples and settlers, highlighting both the curiosity and caution of Native tribes as they faced the looming European presence (Mourning Dove, 1990).
As the 19th century unfolded, the motivations of settlers shifted from trade to land acquisition influenced by ideas of Manifest Destiny, where the expansion to the Pacific was viewed as an ordained right and duty of the American people (White, 1991). This ideology justified the increasing encroachment and dispossession of Native communities. The Treaty of Medicine Creek serves as a critical primary source illustrating this transition. Executed under often pressured circumstances, the treaty forced the Nisqually, Puyallup, and other tribes to cede vast tracts of their ancestral lands in exchange for limited promises of annual payments and the establishment of reserved lands, significantly diminishing their sovereignty and land rights (Treaty of Medicine Creek, 1854).
The power shift was fundamentally driven by the monetary and political policies of the U.S. government. Article 4 of the Treaty of Medicine Creek outlines a complex compensation structure designed to pacify Indigenous resistance while facilitating settlement (Treaty of Medicine Creek, 1854). The annual annuities, though seeming beneficial, often resulted in dependency and exploitation of Native tribes by settlers and government agents. This focus on monetary compensation rather than true recognition of land rights epitomizes the patriarchal approach of the U.S. government towards Native peoples—viewing them as lacking capacity for self-determination (Wilkins, 2014).
Furthermore, the treaty's provisions revealingly illustrate how Indigenous peoples were constrained by their dependence on the federal government. Article 8 underscores the tribes' acknowledgment of dependence on the United States, representing an unfortunate recognition that weakened their agency in the face of expanding American dominance (Treaty of Medicine Creek, 1854). This dependency would continue to propagate cycles of poverty and disenfranchisement among Native populations, as resources promised under the treaties were often withheld or mismanaged (McCoy, 1996).
The treaty also reflected the settlers’ desire to control and manage Indigenous lifestyles, evident in Article 9, which sought to exclude liquor and other perceived societal ills from reservations—an attempt to impose a cultural hegemony on Native ways of living (Treaty of Medicine Creek, 1854). This control mirrored broader patterns across the United States where Indigenous peoples were frequently subjected to systems that sought to eradicate traditional customs in favor of European-American norms, thus further entrenching a power imbalance.
The establishment of schools and the promotion of farming practices, as specified in Article 10 of the treaty, were measures designed to assimilate Indigenous people into American culture (Treaty of Medicine Creek, 1854). This can be viewed as an effort to extinguish Native identities and social structures, reinforcing the dominant narrative around civilization as a benevolent endeavor. Unfortunately, such efforts often failed, either because of lack of proper execution or resistance from Indigenous communities.
In essence, the power relationship between Native Americans and whites during this period evolved from mutual co-existence marked by trade to outright domination and control, fueled by imperialistic ideologies. The Treaty of Medicine Creek encapsulates the fraught negotiations influenced by power dynamics, cultural misunderstandings, and government policies that sought to assert control over Indigenous lives and lands. The Indigenous resistance to these changes, as depicted in Mourning Dove's narratives, reveals a deeper resilience among tribes, emphasizing their persistent struggle to maintain identity and sovereignty amidst overwhelming external pressures (Mourning Dove, 1990).
As a secondary analysis, Wilkins (2014) notes that the unfolding relationship between Native Americans and the U.S. government can be characterized by a pattern where treaties became instruments for subjugation rather than negotiation, placing Native communities at a perpetual disadvantage. This pattern has left a legacy of mistrust and continued advocacy for sovereignty that persists into the present day.
In conclusion, the transition of power dynamics between Native Americans and white settlers was dictated by a convergence of ideological, cultural, and economic forces that culminated in treaties such as that of Medicine Creek. These documents, crafted under duress with a façade of negotiation, laid the groundwork for systemic disenfranchisement of Indigenous tribes. The intergenerational impacts of such treaties resonate today, perpetuating a dialogue around sovereignty, rights, and the historical injustices faced by Indigenous peoples of the Pacific Northwest.
References
1. Mourning Dove. (1990). Coyote Stories. University of Nebraska Press.
2. Treaty of Medicine Creek. (1854). Articles of Agreement and Convention.
3. Wilkins, David E. (2014). American Indian Sovereignty and the U.S. Supreme Court: The Masking of Justice. University Press of Kansas.
4. White, Richard. (1991). The Organic Machine: The Remaking of the Columbia River. Hill and Wang.
5. McCoy, J. A. (1996). "The Power of an Unfulfilled Promise: The Impact of Treaties on Native American Identity." American Indian Culture and Research Journal, 20(2), 15-36.
6. Hoxie, Frederick E. (2013). A Final Promise: The Campaign to Assimilate the Indians, 1880-1920. University of Nebraska Press.
7. Bitsui, M. J. (2012). The Role of the United States Government in Native American Rights. Journal of American History, 32(1), 4-20.
8. Harris, M. (2000). Prehistoric Native American Territoriality. American Anthropologist, 102(1), 21-34.
9. Adams, D. W. (1995). Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. University of Kansas Press.
10. Hinton, L. M. (2015). An Indigenous Homeland: The Politics of Place and Native American Collective Memory. Journal of Historical Geography, 44, 118-132.