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Summary and Objective
Students will understand that it is sometimes necessary to trade for wants and needs, and that both producer and consumer have roles in those economics. Using the book, Journey to Cahokia, as a foundation, students will explore the concepts of location, place, human interaction with the environment and regions; limited and unlimited resources; and prices of goods and services. Both the book and this lesson focus on a major trade metropolis located on the Mississippi River in the 800 to 1400 centuries.
The book Journey to Cahokia is as a focal point to show how waterways played an important part in successful trade centers.
Teaching Plan
Step 1.
Looking at a map of North America locate major rivers and intersections, discuss with students where the major populations of people might have lived before roads were used as means of travel. Highlight major rivers in the U.S. populations in the years from 700 to 1400 A.D. Check atlases at school and local library for students' uses during this lesson.
Step 2.
Read the story Journey to Cahokia by Steele Iseminger about Cahokia through a young boy's eyes to the students and discuss how the major waterways contributed to the success of the development of Cahokia.
Step 3.
Discuss with students the difference between wants (wish for) and needs (necessary to survive). Also review the terms of producer (making the product or giving a service) and consumer (customer).
Step 4.
Referring back to the book make a list of the products that were traded in Cahokia. Have students brainstorm a list of items from their local region that could have been brought to a center for trade. What would they need to trade for? What is lacking in their region for survival? List and have students decided if the items would be considered wants (wish for) or needs (necessary for survival). Discuss their own wants and needs in own lives. Laminate pictures of artifacts from the American Centuries website used in this lesson and have students put these in significance of wants and needs. Have students defend their choices.
Step 5.
Review the discussion about major waterways and why Cahokia was a major trading center in early years. Note the types of products that were traded and put pictures on a map of there place of origin.How would people be able to access these products if not on a waterway?
Step 6.
Using atlases from your local library or school discuss local Native settlements and what could be used for products for trade among early people in your area. Where would these centers of trade be located in your regions? Map the waterways (local watersheds)in your areas and investigate any early settlements, noting them on the maps.
Step 7.
Further research could include why some trading settlemnts disappered in their early times. Why would other settlements thrive? Examples: food shortages, disease, war and conflict, etc.
Step 8.
Research items that could have been traded across the regions with early settlements.
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