Trapping, trading and the environment (TRAP/Trade)
Rationale
The purpose of this unit is to explore and connect economic concepts to Washington State history and geography. To accomplish this purpose students will (a) increase their knowledge of general economic terms such as production, consumption, and distribution. In addition, students will (b) link Washington’s history to its economic development. And, students will (c) explore Washington’s role in the global economy, specifically, the goods and services it produces and world trading partners. Furthermore, students will engage with meaningful examples to explore this content using the fur trade in Washington in the 1800s, and the cell phone in modern times. Next, students will investigate the concept of intended and unintended consequences in relation to economic activity, the effects of consumerism, and the conflict and tension about natural resources. Finally, students will continue to develop their research skills, including evaluating the validity and reliability of resources and citation.
social studies long-term Goals
Students will develop a thorough system for analyzing primary sources.
Students will develop a thorough system for making inferences from evidence.
Students will compare past events with current events looking for similarities and differences.
Students will create alternative outcomes to previous historical events/decision making.
Students will create objects and ideas related to the unit.
Students will physically engage with the content.
Students will observe/think about issues from different perspectives.
Students will design and conduct research: in this unit, the focus will be on practicing citation, evaluating sources from a given research question and composing an annotated bibliography.
Students will develop a deeper appreciation of social studies and become more intellectually curious regarding social studies content.
Students will recognize the importance of participating in civic life: in this unit, the focus will be personal responsibility relating to consumerism.
Unit specific Goals
Students will generalize about the influence of geography on human economic activity.
Students will develop a deeper sense of the impact the Columbia River has had on Washington State history.
Students will use 19th century fur trapping and trading as a lens for understanding general principles of economics in Washington State.
Students will develop an awareness of global environmental issues and the role of the consumer toward impacting the environment.
Students will compare economics of the fur-trade industry to those of the cell phone industry in order to identify similarities and differences and produce generalizations about trade.
Students will develop an understanding of the human activities that surround natural resources and the connection between natural resources and human interests.
Students will evaluate the impact of the fur trade on Native American populations and identify/assess related unintended consequences.
Given a research question to answer, students will collect, organize, and evaluate sources and then create annotated bibliography.
individual lesson objectives
1. We can identify the Oregon territory, countries interested in it, and fur as the incentive. (tracing, reading, maybe textbook, question: why nations came)
a. Tracing from textbook
2. Students can state what the fur was used for and define trend
a. Consequences of using fur as raw material
3. Students analyze fur trade artifacts and state inferences based from evidence [object and guess for control group]
4. Students can define consequence. Students can identify trends and the consequences of trends according to four categories: personal, social, environmental, economic.
5. Students can state the significance of the Columbia river as a major transportation lifeline to the interior of Washington
a. Blackline master of WA state, copy location/places of significance especially Cloumbia R and other Rs
b. Discussion of waterways connection to transportation
6. Students can identify uses of the Columbia River over time according to three perspectives: Native Americans, settlers, and current viewpoints.
7. Students can place forts on a map and understand Ft. Vancouver as an exemplar of fort life by describing activities, physical characteristics, and occupants.
a. What did they do
b. Who lived there
c. What did they look like (build a fort???)
d. Became weigh stations for settlers
8. I can describe two different people involved in the fur industry.
9. Students define barter, identify 3-4 consequences of fur trade on Native Americans
a. Hudson’s Bay company blankets use of lines in balnkets
b. Anne’s lesson on fish and bonnet
10. Students can define globalization in terms of fur trade and make inferences regarding consumerism, conflict, and the environment
a. Make it, move it, use it, recycle/dispose it FRAMEWORK
b. Fur/indigo/tea lesson w/big map (Anne’s map/lesson)
11. Students can deconstruct cell phones and discuss the cell phone as a global product
a. Meciladora
b. NAFTA
12. Students can define globalization in terms of cell phone and make inferences regarding consumerism, conflict, and the environment
a. Make it, move it, use it, recycle/dispose it FRAMEWORK
b. Big handout internet research
c. Map etc.
13. Students will research Fort Vancouver to describe characteristics in detail and evaluate sources (2 days)
a. Validity and usefulness of text/book or book format with example, we need a handout with Flow-chart of citation evaluations, book, textbook
b. Validity and usefulness of website format with example, we need a handout with Flow-chart of citation evaluations, websites
14. Day 2 of 13 in the lab
15. Students will describe one consequence of globalization and consumerism on workers and the environment; four total in a matrix form.
16. Students will describe how trends change consumer habits, which in turn affect the environment.
17. Conflict over territory and their natural resources Oregon Treaty of 1846 boundary between British Columbia and ??; Pig War,
a. Map in objective 1
18. Conflict over the Arctic and nations. United Nations
19. Students can adopt multiple viewpoints regarding cell phones and their consequences on human activity
a. Debate: cell phone need or want
b. Debate: safety, environment, health, social status, expense (for and against constituting 10 groups of 3)
20. Students can demonstrate their knowledge of Trapping Trading
a. Formal assessment, project (day or two)
b. Jeremiah Johnson, Survival Man – Colorado
assessments
Formative assessments such as I learned Statements
The Week in Review
TTE content specific test, 60?? multiple choice items
Quilt project
Timber days participation
enrichment
Percolate
Current Events Record Keeping