Wisdom of the Elders

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 Historical Introduction and Sacred Landscape.

Background

See the tribal newspaper at  HYPERLINK “http://www.wsnews.org/” http://www.wsnews.org/ for more background on current economic trends on the reservation

Activities

1.  Mapping exercise

Circle the Celilo Falls area on a map of Oregon.  Brainstorm how the trading activities there could be described as the first supermall of the Northwest. Why was fresh, dried and powdered salmon so valuable? How can we compare native baskets to today’s packaging for valuable products?  How did Columbia River Indians regard coins provided by pioneers for services rendered? Ask if students have ever traveled the Bridge of the Gods or a toll road. Would tolls charged by river tribes be comparable to toll bridges and roads today? Are these still viable ways to pay for services? Track economic benefits for tribal enterprises operated by the Confederation (resort, casino, wood products, and hydropower. How are some of the present-day reservation enterprises comparable to traditional economic practices?

2.  Role play

Set up a bartering activity with students where the only medium of exchange is items they trade with each other.  Set a maximum original value so students don’t bring valuable things.  Let students trade items from their brown bag lunch (for those who bring sacks from home). Or, invite students to bring small toys or cards.  Set a time (10 minutes) for the bartering to be conducted.  After the first round, invite students to discuss what happened and any problems they observed.

Should there be any rules set up for all to follow or not?

Was everyone happy with their trade?

What were the most popular items?

Did they command a higher price?

Was this a scarcity item?

How did that seem to affect the trade values?

Then, see if the group thinks the rules should change.  If so, write them down.  Now, begin round two and debrief again. Some teachers have had students make trade beads and exchange them. Lewis and Clark reported that the Chinook Indians really wanted blue beads, so make sure there are fewer blue beads available than white or red (other common colors of the time period).