Grade 2 Fall History - The Native Peoples of Our Region: Living Nations, Land, and Knowledge
Lesson 14 45 min hist.g2.f.lesson_14

Trade Across Nations - The Economy Before and After Contact (light)

Objectives
  • Students explain that Indigenous nations had extensive TRADE NETWORKS long before European contact - including the Chaco/Hopewell long-distance routes, the Mississippian cultural exchange, and the Pacific coastal canoe trade.
  • Students identify ONE specific good (e.g., obsidian, copper, dentalium shells, turquoise, parrot feathers, dried salmon) and one nation/region it traveled from or to.
Vocabulary
tradeexchangenetworkobsidiancoppershellwampumroutemerchant

Lesson plan

Warm-up

6 min

Show 3 trade-good artifacts (obsidian from Oregon found in Ohio; copper from Lake Superior found in Florida; dentalium shells from BC found in Wyoming). Ask 'how did they get there?'

Teacher moves
  • Surface guesses (walked, swam, magic, traders)
  • Reveal: extensive TRADE NETWORKS pre-1500

Direct instruction

14 min

Long before Europeans arrived, the nations of North America were ALREADY part of huge trade networks. Obsidian (volcanic glass) from Oregon was traded all the way to Ohio. Copper from Lake Superior was traded to Florida. Dentalium shells from the Pacific Northwest were traded as far as the Plains. Turquoise from New Mexico traveled north and east. Macaw and parrot feathers from Mexico were traded into the southwest pueblos. The Hopewell people (Ohio) ran trade routes that reached the Gulf coast and the Rockies. The Mississippian people built cities (Cahokia) larger than London at the same time. Wampum (shell beads from the Wampanoag and Narragansett coastal regions) was used for ceremonial and treaty purposes across the Northeast. After European contact, trade networks shifted - now beaver furs, horses (introduced by Spanish), and metal goods were added.

Key examples
  • Native America was connected by trade long before highways.
    model It was TRADED - person to person, nation to nation, across thousands of miles, over hundreds of years.
    prompt How did Lake Superior copper end up in Florida graves?
Checks for understanding
  • Name one good and where it traveled from.
  • True or false: nations only traded after Europeans arrived. (False - extensive pre-1500 networks.)
Sourcework
Source type
Archaeological evidence (cited from museums) + trade-route map + named source publications
Routine
WHERE-FROM-and-WHERE-FOUND on each trade good
Media
M-2-F-CUL-14-B Photograph
Photo 8x10 of an authentic wampum belt - the 1701 Penn Wampum Belt or the Two-Row Wampum (Gus-Wen-Tah) replica - with pe

Photo 8x10 of an authentic wampum belt - the 1701 Penn Wampum Belt or the Two-Row Wampum (Gus-Wen-Tah) replica - with permission from a recognized Indigenous source (Haudenosaunee Confederacy or the National Museum of the American Indian). Caption details: belt name, year, dimensions, ceremonial/treaty purpose, current location. Source line: 'Wampum belt (c) [holder/museum], used per educator agreement, photographed [date]. The Two-Row Wampum records the original Haudenosaunee/Dutch treaty 1613 and is still recognized by the Haudenosaunee Confederacy today.'

Guided practice

12 min
Tasks
  • MG-14 trade-route map activity. Each pair takes ONE trade good and uses yarn to trace its route on the map (pinned at origin + pinned where found).
    scaffold Pre-marked pins
  • Class assembles the map together - 8 yarn strands connecting 8 trade goods to 8 destinations.
Media
M-2-F-CUL-14-A Map
Wall map 36x48, North America c.1500, with major Indigenous trade routes drawn as colored arcs: (1) Hopewell network (Oh

Wall map 36x48, North America c.1500, with major Indigenous trade routes drawn as colored arcs: (1) Hopewell network (Ohio to Gulf and Rockies); (2) Mississippian network (Cahokia centered); (3) Pacific coastal canoe network; (4) Pueblo macaw/turquoise routes; (5) Northeast wampum routes. Eight trade-good source-pins (obsidian Oregon, copper Lake Superior, turquoise NM, dentalium BC, macaw feathers Mexico, wampum Atlantic coast, dried salmon Pacific NW, alligator teeth Florida). Source line 'Compiled from Cahokia Mounds State Historic Site, Mississippian Iconographic Workshop, NMAI, and the Hopewell Culture National Historical Park.' Style: clean cartographic, dignified, with photos of each trade good as marginalia.

Formative assessment

5 min
Exit ticket
  • Name one pre-contact trade good and one of its routes.
scoring Both = mastery; one = practicing

Closure

3 min
Moves
  • Add 'trade', 'route', 'wampum', 'obsidian' to Word Wall
  • Preview tomorrow: corroboration deep-dive practice

Homework

5 min
Tasks
  • Find one thing in your home that traveled a long way to get to you. Bring its origin tomorrow.

Exercises in this lesson

hist.g2.f.cul.seasonal_round.ex_02
Look at MG-8 (moons) AND MG-14 (trade routes). Pick ONE moon and ONE trade good and explain how the seasonal-round activity of that moon...
trade or moon · diff 4
hist.g2.f.cul.indigenous_diverse_nations.ex_02
Read each phrase and decide: SPECIFIC (names a particular nation) or GENERIC (vague). 1) 'Native Americans loved nature.' 2) 'The...
specific vs generic sort · diff 4

Differentiation

Scaffolds
  • Pre-place pins for slower-tracing pairs
  • Color-code trade goods on map key
Extensions
  • Investigate: was Cahokia larger than London in the year 1100? (Yes.)
English Learners
  • Use cognate 'trade'/'comercio'/'贸易'/'تجارة'
Ieps 504s
  • Tactile yarn-on-map activity is highly accessible

Teacher notes

ECONOMICS PROTOCOL: keep this lesson LIGHT on economic vocabulary (the unit's strand emphasis is CUL, not ECO). The point is that trade-and-exchange systems existed and connected nations - this corrects the common misconception that pre-contact Native America was 'isolated villages.' Avoid framing trade in capitalist terms (it was often gift, ceremonial, kinship-based, not profit-driven). Use the WAMPUM example to bridge into the lesson on treaties - wampum was a TREATY MEDIUM, not just a money.