Created byJamie Bain

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Michigan Fur Trade Exploration

Grade 3Social Studies4 days

This project immerses third-grade students in the historical context of the Michigan fur trade, utilizing geography, economy, and cultural interactions to explore its development and impact. Through hands-on activities such as a marketplace simulation, character exploration, mapping trade routes, role-play negotiations, and environmental investigations, students gain a comprehensive understanding of the fur trade's influence on Michigan's economy and cultural exchanges. The project aligns with Michigan K-12 Social Studies Standards, emphasizing historical empathy, economic decision-making, geographical understanding, cultural exchanges, and environmental impacts.

Fur TradeCultural InteractionsEconomic ImpactGeographyHistorical EmpathyEnvironmental Changes

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did geography, economy, and cultural interactions shape the development and impact of the fur trade in Michigan, and how can we understand the roles of different groups and the environmental changes that occurred during this period?

Essential Questions

Supporting questions that break down major concepts.

How did the fur trade impact the economy and daily life in Michigan?
What were the roles of different people and groups involved in the Michigan fur trade?
How did geography influence the development of the fur trade in Michigan?
Why was the fur trade important to cultural exchanges between Native Americans and European settlers?
What were the environmental impacts of the fur trade in Michigan?
How did the fur trade lead to changes in the relationships between Native Americans and European settlers?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand the economic impact of the fur trade on Michigan's development.
Students will identify the roles and relationships between different cultural groups involved in the fur trade.
Students will describe how geography influenced the fur trade routes and practices in Michigan.
Students will explore the cultural exchanges and conflicts between Native Americans and European settlers during the fur trade.
Students will assess the environmental changes brought by the fur trade in Michigan.

Michigan K-12 Social Studies Standards

3-H3.0.3

Primary

Describe the impact of European exploration and colonization on Native American tribes through the establishment of trade networks.Reason: The project focuses on the Michigan fur trade, specifically examining the roles of different groups and their interactions, aligning with this standard.

3-E1.0.1

Primary

Explain how scarcity, wants, and needs impact economic decisions, including those in the past such as the fur trade.Reason: This project's economic aspect of the fur trade connects directly with understanding economic decisions and their consequences.

3-G4.0.1

Primary

Describe how environment affects where and how people live, focusing on the geographic factors influencing the fur trade in Michigan.Reason: The inquiry includes geography's role in shaping the fur trade, making this standard applicable.

3-C2.0.2

Secondary

Discuss how individuals or groups can influence decision-making and governance within the context of fur trade negotiations.Reason: Understanding the influence of cultural interaction in decision-making aligns with how governance was impacted during the fur trade.

Entry Events

Events that will be used to introduce the project to students

Trading Post Marketplace Challenge

The classroom is transformed into a bustling trading post marketplace where students must create their own goods and trade them with classmates. This hands-on market simulation will highlight the concepts of trade and barter as experienced during the fur trade era.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Fur Trade Explorer's Journal

Students will create a personal journal from the perspective of an explorer or settler during the Michigan fur trade era. This activity helps students empathize with historical figures, understand economic decisions, and grasp cultural interactions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an explorer or settler character who would have participated in the Michigan fur trade.

2. Research the daily life, economic activities, and personal experiences of your chosen character.

3. Write a series of journal entries detailing your character's experiences, focusing on interactions with Native Americans and trade activities.

Final Product

What students will submit as the final product of the activityA series of journal entries that reflect the economic, cultural, and geographical aspects of the Michigan fur trade from the character's perspective.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3-H3.0.3 to describe the impact of exploration and trade on Native American tribes, and with 3-E1.0.1 to explain economic decisions during the fur trade.

Activity 2

Geography Mapping Adventure

In this activity, students will create detailed maps showing the geographical features and trade routes vital to the Michigan fur trade. This will provide an understanding of how geography influenced the development and practices of the trade.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the geographical features of Michigan that were important to the fur trade, such as rivers and lakes.

2. Identify and mark the trade routes used by traders and settlers during the fur trade era in Michigan.

3. Use symbols and a legend to illustrate natural resources and landmarks on your map.

Final Product

What students will submit as the final product of the activityA detailed map showcasing the geographical influences on the Michigan fur trade, complete with trade routes and natural resources.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3-G4.0.1 by describing how geography affected the fur trade's development and execution in Michigan.

Activity 3

Cultural Exchange Role Play

Students will participate in a role-play activity where they act as different cultural groups involved in the fur trade, engaging in trade negotiations and cultural exchanges. This highlights the diversity and interactions between groups.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assign students different roles, such as Native American tribes, French settlers, or fur traders.

2. Research the needs, wants, and resources available to each group in the fur trade context.

3. Conduct a role-play session where students must negotiate trades and interact according to their group's historical context.

Final Product

What students will submit as the final product of the activityA role-play session that demonstrates understanding of cultural interactions and trade negotiations during the fur trade.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3-H3.0.3 by highlighting cultural exchanges and 3-C2.0.2 by understanding decision-making within the fur trade.

Activity 4

Eco Impact Investigation

In this activity, students explore the ecological effects of the fur trade in Michigan by examining environmental changes and understanding the importance of sustainable practices.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the environmental impacts of the fur trade, focusing on overhunting and habitat changes.

2. Identify specific regions in Michigan where the fur trade led to significant ecological changes.

3. Create a presentation or report that discusses the environmental impacts and suggests sustainable practices for modern resources.

Final Product

What students will submit as the final product of the activityA presentation or report highlighting the environmental impacts of the Michigan fur trade and proposing sustainable practices.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3-H3.0.3 by examining the impact of fur trade activities on the environment and cultural interactions.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Michigan Fur Trade Portfolio Rubric

Category 1

Historical Empathy and Perspective

Evaluates the student's ability to empathize with historical figures and understand their roles and experiences in the Michigan fur trade through journal entries.

Criterion 1

Accuracy of Historical Context

Measures how accurately the student incorporates historically accurate details relevant to the Michigan fur trade era into their journal entries.

Exemplary

4 Points

Integrates numerous accurate and detailed historical facts, showcasing a comprehensive understanding of the era and its context.

Proficient

3 Points

Includes several accurate details, demonstrating a good understanding of the historical context.

Developing

2 Points

Incorporates some historical details but lacks depth or accuracy in some areas.

Beginning

1 Points

Includes minimal historical context, with inaccuracies or vague descriptions.

Criterion 2

Creative Expression and Insight

Evaluates the creativity and insightfulness of the student's portrayal of their chosen character's experiences and perspectives.

Exemplary

4 Points

Displays exceptional creativity and insight, providing a vivid and engaging portrayal that invites empathy and understanding.

Proficient

3 Points

Consistently conveys clear and thoughtful insights, with creative elements that enhance the narrative.

Developing

2 Points

Shows attempts at creative expression, but insights may be superficial or lacked engagement.

Beginning

1 Points

Limited creativity or insight, resulting in a flat or unengaging narrative.

Category 2

Geographical Understanding

Assesses the student's map-making skills, understanding of Michigan's geography, and how geographic features influenced the fur trade.

Criterion 1

Map Accuracy and Detail

Reflects the accuracy and detail in the student's geographical map, including trade routes and key natural resources.

Exemplary

4 Points

Map is highly accurate and detailed, reflecting comprehensive geographical knowledge and careful attention to trade routes and resources.

Proficient

3 Points

Map accurately represents major features and resources, with evident organization and understanding.

Developing

2 Points

Map includes basic features but lacks detail or contains minor inaccuracies.

Beginning

1 Points

Map lacks accuracy, detail, or shows misunderstanding of key geographical elements.

Category 3

Cultural Exchange and Decision-Making

Evaluates understanding of cultural interactions, negotiations, and decision-making within the fur trade context.

Criterion 1

Role-Playing Participation and Understanding

Assesses the student's engagement and understanding during the role-play activity, demonstrating comprehension of cultural exchanges and trade negotiations.

Exemplary

4 Points

Exhibits outstanding participation and a deep understanding of cultural roles, exchanges, and negotiations.

Proficient

3 Points

Consistently participates with a clear understanding of roles and exchanges, actively engaging in negotiations.

Developing

2 Points

Participates, but understanding of roles and exchanges is limited or inconsistent.

Beginning

1 Points

Minimal participation, with little understanding of cultural roles or exchanges.

Category 4

Environmental Impact Analysis

Judges the quality of the student's investigation and presentation on the environmental impacts of the fur trade.

Criterion 1

Depth of Environmental Analysis

Evaluates the thoroughness and depth of the student's analysis and presentation on the environmental impacts.

Exemplary

4 Points

Presents a nuanced and comprehensive analysis with insightful conclusions and well-supported sustainable suggestions.

Proficient

3 Points

Offers a clear and detailed analysis with logical conclusions and appropriate recommendations.

Developing

2 Points

Provides a basic analysis, but lacks depth or contains unsupported conclusions.

Beginning

1 Points

Analysis is superficial, with limited understanding or detail, and lacks viable recommendations.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how the geography of Michigan influenced the development of the fur trade routes and practices. What geographical features were most significant, and why?

Text

Required

Question 2

On a scale of 1 to 5, how well do you feel you understood the roles and relationships between different cultural groups involved in the Michigan fur trade?

Scale

Required

Question 3

What were the most surprising environmental impacts of the fur trade in Michigan, and how do they compare to today's environmental challenges?

Text

Optional

Question 4

Why was the fur trade important for cultural exchanges between Native Americans and European settlers? Share an example of a cultural exchange that took place.

Text

Required

Question 5

Consider the economic impact of the fur trade on Michigan's development. What economic concepts did you learn, and how do they apply to current economic situations?

Text

Required

Question 6

In the Cultural Exchange Role Play activity, how effectively did you portray your assigned group, and what did you learn about their perspective during the fur trade?

Multiple choice

Optional

Options

Very effectively, learned a lot

Moderately effectively, learned some

Not very effectively, not much learned