Students will be to think of a popular item in today’s society. Each student will make a plan to trade it for other items they may need and think of essential elements to allow for a successful trade. The students will answer the following questions in a paper format: What item would you trade? Who could you trade the item with? Where would you meet? What would you like to trade it for? Why is the item you want to trade important today? Procedures: Begin by asking students to brainstorm things in today’s society that are considered important. After they have brainstormed, inform them they will be creating a modern-day fur trade. They will take an item they have brainstormed and decide various elements to trade. They will answer the following questions in a paper using secondary sources: What item will you be trading? Give a description. Who you like to trade the item with? Where would the trade take place? What do you want to get in place of your item? Why is the resource you are trading important? Why would you need the item you are hoping to trade it for? Students will be coming to Ball State University campus in a History classroom, and will be demonstrating their modern day simulation. 4 points 3 points 2 points 1 point Item for Item listed Item listed Item listed, No item listed. Trade with a and is a but no detailed basic description of description description of item. of the item. the item. Trading Student tells Student tells Student tells Student does information whom they whom they either whom not say whom (with would like to would like to they would they would whom and trade with trade with like to trade like to trade where?) and where a and where a with and with or a good good place to good place to where a good trading place trade would trade would place to trade would be. be and be. would be, but explains why. not both. Acceptable Student lists Student lists Student lists Student lists items to more than three two only one or no trade for three combinations combinations combinations combinations of acceptable of acceptable of acceptable of acceptable items to trade items to trade items to trade items to and why. and why. OR does not trade and explain why why. the items are
Students will be to think of a popular item in today’s society. Each student will make a plan to trade it for other items they may need and think of essential elements to allow for a successful trade. The students will answer the following questions in a paper format: What item would you trade? Who could you trade the item with? Where would you meet? What would you like to trade it for? Why is the item you want to trade important today? Procedures: Begin by asking students to brainstorm things in today’s society that are considered important. After they have brainstormed, inform them they will be creating a modern-day fur trade. They will take an item they have brainstormed and decide various elements to trade. They will answer the following questions in a paper using secondary sources: What item will you be trading? Give a description. Who you like to trade the item with? Where would the trade take place? What do you want to get in place of your item? Why is the resource you are trading important? Why would you need the item you are hoping to trade it for? Students will be coming to Ball State University campus in a History classroom, and will be demonstrating their modern day simulation. 4 points 3 points 2 points 1 point Item for Trade Item listed with a detailed description of the item. Item listed and is a basic description of the item. Item listed, but no description of item. No item listed. Trading information (with whom and where?) Student tells whom they would like to trade with and where a good place to trade would be and explains why. Student tells whom they would like to trade with and where a good place to trade would be. Student tells either whom they would like to trade with and where a good place to trade would be, but not both. Student does not say whom they would like to trade with or a good trading place would be. Acceptable items to trade for Student lists more than three combinations of acceptable items to trade and why. Student lists three combinations of acceptable items to trade and why. Student lists two combinations of acceptable items to trade and why. Student lists only one or no combinations of acceptable items to trade OR does not explain why the items are
PASSFurTrade.docx