Overview
Lesson 1: Indian Rights Today
Lesson 2: Trading in Grand Ronde Country
Lesson 3: Mapping the Grand Ronde Story
Lesson 4: Two History Timelines
Lesson 5: Epidemics Then and Now
Extending the lesson/References
Standards
ECONOMICS
SS.05.EC.01.01—Know that whenever a choice is made, there is a cost.
SS.05.EC.02.01—Identify and give examples of consequences of economic choices in terms of trade-off and opportunity cost.
SS.05.EC.02.02—Understand the difference between “needs” and “wants” and their relationship to economic trade-offs.
SS.05.EC.03.01—Understand that prices rise and fall depending on supply and demand.
SS.05.EC.04.01—Recognize that nations interact through trade.
SS.05.EC.05.01—Distinguish between “barter” and “money” and how they facilitate the exchange of goods.
CD Segments to Play
For this topic, go to Sacred Landscape (Judy BlueHorse-Skelton segment on sea otter populations).
Background
Suggested Strategies
Invite a knowledgeable furrier to class to discuss the history of fur trade then and now. For another view, invite an environmental activist to discuss the negative impacts such as those explained by Judy BlueHorse-Skelton.
Invite a bead expert to trace the history of beads as trade items.
Contact a local company that trades overseas and invite them to discuss market supply and demand in their competitive environment.
Invite a local Indian artist to discuss how native arts are marketed today.
Activities
1. Discuss
Discuss the fur trade as a model for economic systems today.
Sea otter was the most valuable fur during the time Lewis and Clark made their journey. Beaver pelts were also a hot commodity, though not as sleek and fine as sea otter. Top hats in London, for example, were made of felt created from beaver fur. Chinese buyers also sought furs.
What are you wearing today that compares to the fur trade then? (After students speculate, ask them to look at the tags in their clothing and where their shoes, shirts, dresses, coats are likely made.)
The fashion industry still is a major driver in worldwide trade. We now receive more than we send overseas, causing a major imbalance of trade. Lewis and Clark also learned they should have brought more blue beads, the high-demand item among Columbia River tribes.
Discuss how fathoms of beads were comparable to other forms of money at certain periods in U.S. history and how relative values change for coins and dollars used now.
Research
How did international trade in sea otter pelts work 200 years ago?
What has happened to the fur trade today?
Did the government intervene?
What are the advantages and disadvantages of the barter system tribes used in the old days?
Is this still a factor in our economic life today?
What were the types of money used in the Northwest economy 200 years ago? (Dentalium shells were a major medium of exchange. Find out about this interesting shell, where it is harvested and how it was used then and still today.)
Play a game
There are many trade games used at various grade levels, so invite students to make up their own. Some teachers have used M&Ms of different colors, with one color such as blue in shorter supply so their competitive value is higher (scarcity).
