|
Summary and Objective
Students will understand how Europe's hunger for beaver pelts connected Native Americans and European settlers in an incarnation of the global economy. Through a simulation of the beaver trade, students experience first hand how an oversupply of pelts can drive down prices.
Teaching Plan
Step 1.
Ask students what they know about beavers, including habitat and range. Fill in the gaps in their knowledge. Show borrowed beaver pelt.
Step 2.
Explain that in the colonial era, beavers were nearly hunted to extinction in North America due to the demand for hats and other garments made from the fur of beavers. Show pictures of tricorn hat and top hat made from beaver products.
Step 3.
Explain that European businessmen wanted to trade for beaver pelts, and that settlers and native peoples widely trapped beaver and traded them for tools, cookware, weapons, and food. The Europeans set the rates of trade, which changed according to the demand for pelts and the number of pelts being supplied. Show 1703 broadside (available at the following site: http://www.americancenturies.mass.edu/classroom/curriculum_5th/lesson1/resources/1703_broadside.html) detailing trading terms and hand out typed copies of same.
Step 4.
Introduce a simulation of the beaver trade: paper squares with a beaver design represent one pelt, students represent trappers, the teacher represents the European trader who sets the rates of trade. Students start with three pelts each (and may earn more for following selected rules: raising hands, helping others, etc.) ; the teacher posts trading terms for items students may trade for: pencils, erasers, pretzels.
Step 5.
Each student is challenged to trade in ways that benefit one's family. The teacher begins by trading individually with one-third of the class, then announces a glut of pelts and changes trading rates, halving the value of each pelt. Trade with next third of class, announce shortage of pelts, change trading terms again. Trade with final third of class, announce open trading.
Step 6.
End trading; students tally their possessions.
Step 7.
Students answer the following questions, in writing or in discussion: What was one of the trades you made? How did the changes in trading rates affect you? How do you suppose the trappers felt when the value of their pelts was halved? What do you think they could do about the situation?
Step 8.
This simulation could be continued over a period of weeks, with the beaver pelts becoming a sort of classroom economy, and the rewarding of pelts becoming a method of classroom management.
|
