Trade

Europeans and Native Americans of the Northeast during the 18th

Century.

Objective: To be able to recognize the importance and impact of trade

between Natives and Europeans

Prior Knowledge

This lessons presupposes that students are aware of:

• Native American groups, lifestyles, and use of natural resources to meet their needs

• Reasons for European exploration and claims

Anticipatory Set

• Describe what you notice in this picture.

• Explain the setting.• What do you think is

happening?• Who are the people?• What are questions

you have about this picture?

Day 1 - Trading Activity

Students will participate in a trading activity • Each group will be provided with one classroom

item to trade (several will be provided, ie. 8 pencils)

• The object will be to acquire through trade as many different items needed for the task as the group can accumulate within a time limit.

• (teacher may assign a specific task requiring items in the trade and/or provide varying numbers of resources to each group)

William Johnson PapersRecord of trade items shipped to William Johnson.

Look at the list of items that were being traded to the Indians.

Why Trade? (Native Americans)

Which would be more useful to the Native Americans?

Traditional stone axe

European-made metal axe

Why Trade? (Native Americans)

Old clay potsEuropean-made metal pot

Both of these pots serve the same purpose, why would the Native Americans choose the metal?

Why Trade? (Native Americans)

Deerskin

European-made wool blankets

Given the choice between these two, which one would you choose? Why?

Why Trade? (Europeans)

Beaver pelt

Beaver Hats

Why was beaver pelt more valuable tothe Europeans than other furs?

William Johnson Papers

Record of trade items shipped to William Johnson.

Look at the list of items that were being traded to the Indians.

Name 3 different types of items that were being traded with the Native Americans.

Why would these things be important (valuable) to the Native Americans?

What would the Native Americans be trading for these items?

Culminating Activity

You will take the role of a Native American or European and write a journal entry about your experience in trading.

• What were they trading?• How would trade items improve their lifestyle?• What items did they bring for trade and why was

that item valuable to the other group?• Hand in your journal as a rough draft, your final

draft will be turned in on another piece of paper.

Alternative Activities

• Classroom Trading Post (see www.teachervision.fen.com/tv/printables/ca/classroom_trading_post.pdf)

• Trade today – Students look at their shirt tags to see where their shirt was made – map them on a world map and discuss or research how things move today.

• Guest speaker representing Native American perspectives on trade

• Field trip to a fur trading post

Works Cited• http://www.flickr.com/photos/9teen87/3894258536/• http://www.pkwy.k12.mo.us/west/teachers/boles/student

_work/west_web5/cathyk.htm (trading)

• Vol.6 of the Sir William Johnson papers• http://cgi.ebay.co.uk/Old-Cauldron-Shape-Worn-Metal-C

opper-Rustic-Plant-Pot-/160499045289• http://coloradoleathergoods.com/Deerskin.htm• http://hubpages.com/hub/VintageWoolBlanket• http://www.thefurtrapper.com/fur_trappers.htm• http://www.civilization.ca/cmc/exhibitions/hist/advertis/

adob-03e.shtml (beaver hat)• http://www.longislandcostume.com/hats2.html (tricorn

hat)