A Trip to the Market (8.3)

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Native American Culture Curriculum Unit 8.3

SPONSORED BY THE FRONTIER LEARNING NETWORK, NCESD

Task Author: Bob Valiant
Task Title: A Trip to the Market
Grade Level: 7-8 Activity # 8.3
Geography Grade 8 benchmark

Brief Overview of Task:
Now that the band has horses, their range is greatly increased. Students plan a trip to Celilo from their home location including possible routes, travel time, stopping points, etc. Once at Celilo they try to determine the kinds of goods they can trade for. The primary challenge is to determine the reasons for the location of “Oregon’s Oldest Town.”

Targeted Benchmark:
Identify and compare physical and human characteristics of major regions and significant places in the world. Locate and identify population centers and geographic reasons for their locations.

FOR INFORMATION REGARDING THE TOTAL PROJECT, CLICK HERE

Recommended Prerequisite Student Knowledge and Skills:
Map skills
Internet research skills
Writing and speaking skills

Materials Needed:
Materials Generally Available:
The map from “Mapping Your Space” or white butcher paper to construct such a map.
Art paper, markers, crayons, glue, poster gum
Special Items: (Teacher must provide)

Citation and Helpful Resources: (i.e. books, web sites, etc.)
Internet: http://www.ncesd.k12.or.us/native/native.htm
Geography: Oregon A-Z; Oregon Department of Transportation GIS; USGS Columbia Plateau Maps and Graphics
Museums: High Desert Museum
Tribal Information: Warm Springs Public Information Department
History: Celilo, Oregon’s Oldest Town; Lewis and Clark (PBS)
Trade: Indian Trade Network

Recommended Classroom Time: (in hours)
4-6 hours

Detailed Description of Task for Teachers:

1. Divide the class into small groups, each of which will plan a trip to Celilo from the location of their school. The band now has horses. Each group will need to research the kinds of things they will need to take along, how they will carry it, how far they can travel each day, possible routes, and potential camp sites along the way. They can interview parents and others regarding the loads a horse can carry, how far they can go in a day, etc. Maps and other information on the Internet will be helpful as well. Students write a journal of their trip as they move along the trail and plot their trip on the large map (The map will probably require expansion to include Celilo). Groups may take different routes.
2. Each group studies trade items they might obtain at Celilo, what they might have of value from their home area to trade, and what other Native groups they might come into contact with at Celilo. All of this is written up as part of the journal of the trip.
3. The class discusses the reasons that Celilo became an important trade center and existed as a community for as long as 11,000 years. This, too, is added to their journals.
4. Each group gives an oral presentation to the class describing their trip, what they traded for, and why they think Celilo was located where it was.

Additional Contexts and /or Possible Extensions of Task:

1. Interview Tribal Elders via two-way video regarding the importance of Celilo.
2. Draw pictures of various sites on the trip. Collect photos of the same sites today. Present the collection as a display for others in the school.

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