Treaty of Point Elliott,1855 Pro/Con Chart Name: __________________________ Date: _______ Per. ___ Directions: Complete the Pro-con chart below by responding to this prompt From the perspective of the Native American Tribes in 1855, what are the positive and negative impacts of signing the Treaty of Point Elliott? Look at each article to list as many pros and cons as possible. Pro (Positive) Con (Negative) Article 1 The tribes of Indians in the Washington territory will cede (give up) to the United States all their right, title, and interest in and to the lands and country occupied (used) by them (The Land South of Seattle to Canada) Article 5 The right of fishing in the waters in the Washington territory is given to the Indians in common (shared) with all citizens of the Territory. The right of building temporary houses for the purpose of curing(preserving) the fish, together with the privilege of hunting and gathering roots and berries on open and unclaimed lands is given to the Indians. Provided, however, that they shall not take shell-fish (shrimp, crab) from any waters staked (claimed) or used by citizens. Article 13 To enable (help) the Indians to remove to and settle upon their reservations (home), and to clear, fence, and break up a sufficient (enough) amount of land for farming, the United States further agree to pay the sum of fifteen thousand dollars to be laid out under the direction of the President and in such manner as he shall approve. Article 10 The above tribes and bands are desirous to exclude (leave out) from their reservations the use of ardent spirits (alcohol or liquor), and to prevent their people from drinking the same, and therefore it is provided that any Indian belonging to said tribe who is guilty of bringing liquor into said reservations, or who drinks liquor, may have his or her proportion of the annuities (income paid at fixed intervals) withheld from him or her for such time as the President may determine. Article 11 The tribes agree to free all slaves now held by them and not to purchase or acquire (buy) others from now on. Article 12 The tribes further agree not to trade at Vancouver's Island or elsewhere out of the control of the United States, nor shall foreign Indians be permitted to reside (live) in their reservations without consent (permission) of the Governor Isaac Stevens. Exchange Rates: Part II Other Systems For Converting Money Into Other Money 1 Other Systems While all the major economics, except China’s, use floating exchange rates, there are some other types of arrangements for setting exchange rates that we should note. These often come with variations, but we’ll only focus on the main alternatives. We’ll cover: Managed Floats Fixed Exchange Rates Currency Pegs Currency Boards Dollarization To properly understand this material, you will need to have reviewed the Floating Exchange Rates presentation. 2 Managed Floats ...

1. Treaty of Point Elliott,1855 Pro/Con Chart Name:
__________________________ Date: _______ Per. ___
Directions: Complete the Pro-con chart below by responding to
this prompt From the perspective of the Native American
Tribes in 1855, what are the positive and negative impacts of
signing the Treaty of Point Elliott? Look at each article to list
as many pros and cons as possible.
Pro (Positive)
Con (Negative)
Article 1
The tribes of Indians in the Washington territory will cede (give
up) to the United States all their right, title, and interest in and
to the lands and country occupied (used) by them (The Land
South of Seattle to Canada)
Article 5
The right of fishing in the waters in the Washington territory is
given to the Indians in common (shared) with all citizens of the
Territory. The right of building temporary houses for the
purpose of curing(preserving) the fish, together with the
privilege of hunting and gathering roots and berries on open and
unclaimed lands is given to the Indians. Provided, however, that
they shall not take shell-fish (shrimp, crab) from any waters
staked (claimed) or used by citizens.

2. Article 13
To enable (help) the Indians to remove to and settle upon their
reservations (home), and to clear, fence, and break up a
sufficient (enough) amount of land for farming, the United
States further agree to pay the sum of fifteen thousand dollars
to be laid out under the direction of the President and in such
manner as he shall approve.
Article 10
The above tribes and bands are desirous to exclude (leave out)
from their reservations the use of ardent spirits (alcohol or
liquor), and to prevent their people from drinking the same, and
therefore it is provided that any Indian belonging to said tribe
who is guilty of bringing liquor into said reservations, or who
drinks liquor, may have his or her proportion of the annuities
(income paid at fixed intervals) withheld from him or her for
such time as the President may determine.

3. Article 11
The tribes agree to free all slaves now held by them and not to
purchase or acquire (buy) others from now on.
Article 12
The tribes further agree not to trade at Vancouver's Island or
elsewhere out of the control of the United States, nor shall
foreign Indians be permitted to reside (live) in their
reservations without consent (permission) of the Governor Isaac
Stevens.
Exchange Rates: Part II

4. Other Systems
For Converting Money Into Other Money
1
Other Systems
While all the major economics, except China’s, use floating
exchange rates, there are some other types of arrangements for
setting exchange rates that we should note. These often come
with variations, but we’ll only focus on the main alternatives.
We’ll cover:
Managed Floats
Fixed Exchange Rates
Currency Pegs
Currency Boards
Dollarization
To properly understand this material, you will need to have
reviewed the Floating Exchange Rates presentation.
2
Managed Floats
Managed Floats come in two general types:
A widely used one is also called a “Dirty Float” and is
questionably legal within the international currency framework.
Here a currency technically freely floats, but the currency
issuing government’s central bank routinely buys and sells it’s
own currency in order to influence it’s exchange rate. The
objective is to keep the exchange rate within a range the central
bank believes helps the economy.

5. However, this approach only works with currencies that are not
heavily traded. In other words, currencies for which that is not
a lot of demand.
Thus, this type of managed float has little impact on
international trade.
3
Managed Floats Continued
The more important form of Managed Float is when the
currency issuing government sets a daily range or percentage in
which the currency value relative to the US Dollar (or
sometimes to a weighted market basket of multiple currencies)
can change.
This prevents the currency from appreciating or depreciating
very much on any given day.
As long as the daily appreciation or depreciation stays within an
acceptable range as determined by the central bank, the central
bank doesn’t need to buy or sell it’s own currency.
The Chinese Yuan uses this approach. And over time it has
been widening the range in which the Yuan’s exchange rate can
change.
The ultimate goal for China is to let the Yuan freely float and
turn it into a global reserve currency. And it is making progress
towards that goal.
4
Fixed Exchange Rates
A Fixed Exchange rate is one where the currency issuing
government sets the rate at which its’ currency will exchange

6. for every other currency in the world and it does this on an
individual currency basis.
Fixed Exchange rates require the currency issuing central bank
to actively trade it’s own currency in order to maintain the fixed
exchange rate. Many countries had difficulties doing this.
A serious problem with this system was over valued currencies.
Countries with continual trade surpluses (Exports>Imports)
could not be forced to reduce the value of their currency. This
lead to long term trade imbalances.
No major country still uses this system.
Gold Standard and Bretton Woods System
The Gold Standard was a fixed exchange rate system. That was
based on physical gold stocks.
The Gold Standard was originated by the United Kingdom in
1821 and was slowly adopted by other countries until it became
the standard global system. It began to collapse during WWI
and was generally abandoned during the Great Depression.
The Bretton Woods system (1944-1973) was a fixed rate system
based on the US Dollar converting to gold at US$35 per Troy
Ounce of gold. It ended in 1973 when the US ended the
convertibility of the US Dollar into gold.
The Bretton Woods system was replaced by the Floating
Exchange Rate system which was discussed in detail in the
Floating Exchange Rate presentation.
Currency Pegs and Boards
Currency Pegs and Currency Boards: Both of these approaches
are methods of tying the exchange rate of one currency to a
fixed percentage of another country’s currency.
They are sometime called Linked Exchange Rates.
The benefit they bring to the currency that is linked to a

7. stronger currency is the stability of the stronger currency.
The Hong Kong Dollar is pegged at 75% of the US Dollar. This
has worked well for Hong Kong by providing stability to its’
exchange rate.
For a few years Argentina used a currency board that set their
currency at 1 to 1 with the US Dollar. This didn’t work well for
very long because it produced an overvalued Argentine Peso.
The currency board was abandoned and their Peso now floats.
7
Dollarization
Dollarization is the term used when a country adopts, either in
whole or in part, another currency as a legal domestic currency.
Full dollarization occurs when a country eliminates it’s own
currency and replaces it with a stronger more stable currency.
(The country will still produce it’s own coins.)
Partial Dollarization occurs when a country keeps it’s own
currency, but makes another, stronger currency a legal domestic
currency. Thus, producing a bi-currency system.
This process is called Dollarization because it began with and is
most commonly done with the US Dollar. But it is also done
with the Euro.
Dollarization Continued
When a country dollarized, it eliminated exchange rate risks.
Since the US Dollar is the most commonly used currency for
international trade, a dollarized country no longer has an
exchange rate. It has adopted the US Dollar exchange rate.
Panama and East Timor both adopted the US Dollar at
independence and never had their own currency.

8. Ecuador and El Salvador had fully dollarized.
Monaco used the French Franc and now uses the Euro, but it is
not a member of the European Union.
These countries normally produce their own coins as coins are
heavy and expensive to ship. While currency (paper money) is
easier to transport. They obtain their US Dollars or Euros
through trade or by direct purchase from the appropriate central
bank.
Conclusion
This presentation gives you a basic overview of the most
common non-floating exchange rate systems.
Since the world is very varied, there are several variations of
the systems reviewed here and there are a few less commonly
used approaches that we have not considered.
But the point of floating and non-floating systems is the same:
How to convert one country’s money into another country’s
money so that goods and services can be bought and sold
globally.
And now you have a better understanding of the ways of making
that happen.
(Note: The currency on the title slide is the Chinese Yuan.)
10
Exchange Rates: Part III
Imports, Exports and A “Strong” US Dollar

9. 1
Strong Currency
Previously we have established that a strong currency is one
that is issued by a country with a stable political system and a
developed economy.
And that is certainly true.
But there is another aspect to a strong currency the we need to
examine.
And that is how appreciation and depreciation impacts imports
and exports.
Sometimes we confuse a currency that is a strong currency with
one that is continuously appreciating. And that is not a correct
view.
Strength Can Vary
For this discussion we’ll just examine the US Dollar.
The US Dollar is one of the world’s strongest currencies.
But it’s exchange rate changes over time.
Sometimes it appreciates – gains value
Sometimes it depreciates – loses value
Even with those changes it is still a strong currency.
But how do the changes in the strength of the US Dollar impact
the US economy?

10. An Appreciating US Dollar
When the US Dollar appreciates relative to other currencies,
especially with our major trading partners, it is called a
strengthening or stronger dollar. Or sometimes just a strong
dollar.
What does this mean for US economy?
Exports and Appreciation
For exports of US goods and services the impacts are pretty
straight forward.
When the US Dollar appreciates, it takes more units of another
currency to buy a US Dollar.
That makes the price of US goods and services higher when
viewed in terms of another currency. For example:
A US product that costs $50 in the US, will cost 5,000 Yen (¥)
in Japan if the exchange rate is 1 US$ = ¥100 (It takes 100¥ to
buy 1 US$).
If the US Dollar appreciates relative to the Japanese Yen to,
say, 1 US$ = ¥200, then the US product how costs ¥10,000 in
Japan.
What do you think will happen to US exports of this product to
Japan?
You are right, exports will decline.
So a stronger US Dollar actually works to reduce the sale of US
goods and services to other countries. That reduces the amount
of money flowing into the US economy from other countries.

11. 5
Imports and Appreciation
How what happens to US imports when the US Dollar
appreciates relative to other currencies?
A Japanese product that costs ¥20,000 in Japan will cost US
$200 in America when the exchange rate is 1 US$ = ¥100
But if the US Dollar appreciates relative to the Japanese Yen to,
say, 1 US$ = ¥200, what happens to the US price?
At the new exchange rate, the Japanese product now has a US
price of US $100.
What do you think will happen to US sales of the Japanese
product?
Yes, US sales will increase.
Thus, when the US Dollar appreciates, we import more from
other countries, which means more money leaves the US
economy.
6
A Depreciating US Dollar
When the US Dollar depreciates relative to other currencies,
especially with our major trading partners, it is called a
weakening or weaker dollar. Or sometimes just a weak dollar.
What does this mean for US economy?
7

12. Exports and Deprecation
For exports of US goods and services the impacts are, again,
pretty straight forward.
When the US Dollar depreciates, it takes fewer units of another
currency to buy a US Dollar.
That makes the price of US goods and services lower when
viewed in terms of another currency. For example:
A US product that costs $50 in the US, will cost ¥5,000 in Japan
if the exchange rate is 1 U $ = ¥100.
If the US Dollar depreciates relative to the Japanese Yen to,
say, 1 US $ = ¥50, then the US product how costs ¥2,500 in
Japan.
What do you think will happen to US exports of this product to
Japan?
You are right, exports will increase.
So a weaker US Dollar actually works to increase the sale of US
goods and services to other countries. That increases the
amount of money flowing into the US economy from other
countries.
Imports and Depreciation
How what happens to US imports when the US Dollar
depreciates relative to other currencies?
A Japanese product that costs ¥20,000 in Japan will cost US
$200 when the exchange rate is 1 US$ = ¥100
But if the US Dollar depreciates relative to the Japanese Yen to,
say, 1 US$ = ¥50, what happens to the US price?
At the new exchange rate, the Japanese product now has a US
price of US $400.
What do you think will happen to US sales of the Japanese
product?

13. Yes, US sales will decrease.
Thus, when the US Dollar depreciates, we import less from
other countries, which means less money leaves the US
economy.
(Caution: this only applies with goods we don’t have to import
or for goods for which we have a domestic substitute. We have
to import coffee, for example, and coffee drinkers still buy
regardless of the price.)
9
Summing It Up
To sum it all up:
US $US ExportsUS ImportsMoney
FlowsAppreciatesDecreaseIncreaseOut of the
countryDepreciatesIncreaseDecreaseInto the country
However, what the net effect of any of these possible changes is
depends on the starting position of the trade balance of the US.
Thus, the tables shows the changes from some unspecified
starting trade balance. It does not show the net final result.
10
Classes of Explorers
Name: ______________________________
Read Background History – Exploration to the Pacific

14. Northwest to complete this graphic organizer.
Overland Explorers
American Explorers
Mountain Men
Who were they? (e.g. names, companies, groups)
Approximately when did they explore North America?
What was/were their motivations for exploring? Be specific in
your response. Name locations or resources they may have been
seeking.
(mapping, resources, locating a place or routes, claiming land,
creating boundaries, etc.)
What did they discover?

15. Classes of Explorers continued
Military Explorers
Scholarly Explorers
Who were they? (e.g. names, companies, groups)
Approximately When did they explore North America?
What was/were their motivations for exploring? Be specific in
your responses. Name locations or resources they may have
been seeking.
(mapping, resources, locating a place or routes, claiming land,
creating boundaries, etc.)

16. What did they discover?
1
Name __________________________________
Date
_______________
Traditional Tribal Homelands of Washington Plateau Indians -
WebQuest
Guiding Question: Given the physical geography, language
groups, and economic, spiritual, and cultural lives of the pre-
treaty Plateau tribes, what issues might cause conflict within the
tribes, between tribes and non-Indian encroachers, and between
the tribes and the Federal Government?
1. Go to t http://trailtribes.org/umatilla/home.htm to follow
along with this online WebQuest.
2. STEP 1. Click on Walla Walla, Cayuse, and Umatilla tribes
3. Click on Who’s Who
4. Research the site to complete the table below.

17. The Cayuse
The Umatilla
The Walla Walla
Describe the geographic location where each tribe lived.
5. STEP 3. Compare political, topographical and tribal maps of
Washington to respond to the following questions:
How do boundaries differ? Why?
What role does geography play in tribal boundaries?

18. What role does geography play in political boundaries?
6. Click on Making Treaties
7. Skim the site page to respond to the following questions:
At the beginning of the council Stevens had intended on moving
the Umatilla, Walla Walla, and Cayuse onto the Nez Perce
Reservation, which none of the Indians wanted. Those who
voiced their displeasure to the move were intimately attached to
their homelands and did not wish to be moved far from them.
What did Stevens want from the treaty?
Why didn’t the Native Americans want to move?
I wonder if this ground has anything to say? I wonder if the
ground is listening to what is said? I wonder if the ground
would come to life and what is on it? I hear what this earth
says. The earth says, God has placed me here. The earth says
that God tells me to take care of the Indians on this earth.
Tauitau (Young Chief), leader of a band of Cayuse
What do you think Tauitau means with this quote?
"What shall we do at this council?
"Then you the men will be farmers and mechanics, or you will
be doctors and lawyers like white men; your women and your
daughters will then teach their children, those who come after

19. them to spin, to weave, to knit, to sew, and all the work of the
house and lodges, you will have your own teachers, your own
farmers, blacksmiths, wheelwrights and mechanics; besides this
we want on each tract a saw mill and a grist mill.
"Now we want you to agree with us to such a state of things;
you to have your tract with all these things; the rest to be the
Great Father's for his white children." Gov. Isaac I. Stevens,
1855 Treaty Council
What does Governor Stevens want from this Treaty Council?
What problems do you think came from this point of view?
8. STEP 5. Go to
http://www.washingtonhistory.org/education/curriculum/treatytr
ail/readings
9. Scroll down to Cause and Effect, click on the title to open the
reading.
10. Analyze the tribal maps on this page to respond to the
following questions:

20. How does the first map from 1854 differ from the map of 1890?
Read the section titled CAUSE AND EFFECT and respond to
the following questions.
1. What did the tribes give up, and what were they given in this
exchange?
2. What was the goal of the treaties?
3. How does the map represent that the goal of the treaties was
met?
11. Scroll down to Treaties. How many treaties were signed
between 1854 and 1856 in the Pacific Northwest?
12. Open What is a Treaty?
Read the first two paragraphs under Treaties and Councils:
What is a Treaty? How is a treaty explained in this reading?
13. Open this link to read about a conflict between Native
Americans and settlers in Seattle.
http://www.historylink.org/File/5208
14. Examine the painting of the Battle of Seattle by Emily Inez
Denny.
What observations can you make from the painting?

21. What can you infer about the Battle of Seattle from your
observations?
What bias might be represented by the artist?
15. STEP 9. Click on Unit 3: Fur Traders, Indians, and Anglo-
American Rivalry for the Northwest, 1806 - 1846
16. Examine the images on the site to respond to the following
questions:
Major Explorations, 1778-1812. Richard Somerset
Mackie, Trading Beyond the Mountains: The British Fur Trade
on the Pacific, 1793-1843. (Vancouver, UBC Press, 1997. p. 6.
Eric Leinberger, Cartographer.)
What is this map showing?
What can you infer about the impact on Native American’s way
of life based on what this map is showing?
17. Summarize in a single paragraph citing at least three pieces
of evidence: Based on your analysis of the maps and texts in
this WebQuest, how has the legacy of treaty making impacted
the Native American way of life?

22. Student Response Name:
_______________________
Directions: Read the article about what the courts decided to do
with the remains of Kennewick Man. Do you agree with the
court’s decision?
Write a single paragraph beginning with one of these claims:
The Kennewick Man should have been studied by social
scientist because… OR The Kennewick Man was rightly
returned to the Native Americans because . . .
Include three pieces of evidence and a clear explanation of why
this evidence should convince the reader of your claim. You
may write on this page. Upload your response to dropbox.
Collect Information Name:
___________________________
Directions: Read the articles “Claims for the Remains” and
“Human Remains Should be Reburied”. Take notes on both
articles. Write at least ten bullet points for each article.
“Claims for the Remains”
“Human Remains Should be Reburied”

23. Poisoned Waters Documentary
Questions Name:
_____________________________
What Warning Signals Does Nature Give Us?
1. How do environmentalists gather information on the health
of the eco-system?

24. 2. Why are Orca whales a good indicator of the health of the
marine environment?
3. How do PCBs move through the food web of nature?
What is the Biggest Polluter of Water?
1. What is the connection between farm manure runoff and the
decline in waterways like Chesapeake Bay?
How Can Communities Fight Industrial Pollution?
1. What is the mission of the Environmental Protection
Agency’s (EPA) Superfund and what kinds of pollution does it
target?
2. How were the South Park residents, a “grass roots”
community group, able to get involved to support the clean-up?

25. 3. How valuable do you think community groups are to solving
the problem of water pollution and why do you believe this?
How can We Save Habitat for Endangered Species?
1. What caused the dramatic decrease in the salmon
population?
2. How did the diverse Nisqually stakeholders achieve progress
to save the river and its wildlife?
What’s in Your Drinking Water?
1. The USGS teams who were checking rivers from North
Carolina to Oregon discovered that about two-third of a watch
list of 280 contaminants was getting through to our drinking
water. They were particularly concerned about “endocrine
disrupters”. How are they harmful to humans?
How Does Land use Affect Water Quality?
1. Why do regulators concerned with water quality – with
protecting lakes, rivers and estuaries –worry about how land is
used? How does land use affect water quality?

26. What Are the Costs of Sprawl?
1. Explain how Tysons Corner is a case study to show the
harmful impact of Sprawl.
Is there a Smarter Way to Grow?
1. What are the characteristics of smart growth?
2. How does our community of Bellevue compare with
Arlington’s smart growth?