Category Archives: history

Cross-curricular lesson on Native American vets

CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.

CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

⏰ Time

Three to four hours. Time varies depending on the time allowed for research online and whether presentation will be submitted in writing or include presentation or video.

📲 Technology Required

Either a project or smart board connected to the computer will be required to view presentation in class and students will need a computer or tablet to conduct research on the web. The game can be played on any computer or tablet with Internet access.

Summary

This cross-curricular lesson includes history, mathematics, English language arts, computer applications and physical education. Students play a game which teaches about Native American veterans in World War I. They are given a presentation on the accomplishments of veteran, Joseph Oklahombi. In P.E. class, students sprint 210 yards to simulate Oklahombi’s attack. They are assigned to create a presentation to nominate Oklahombi for the Congressional Medal of Honor. This may include Google Slides, PowerPoint or video presentations.

Lesson

Presentation in Social Studies

Use the Google slides presentation to teach information about Joseph Oklahombi and Native American participation in World War I. They are given a presentation that includes information on the accomplishments of veteran, Joseph Oklahombi, including the ratio of enemy prisoners captured to American soldiers in his unit. The presentation also discusses the failure of the U.S. government to recognize soldiers like Oklahombi as citizens and the subsequent congressional acts that addressed this issue.

Have students play the Native American veterans game and select the section on World War I veterans.

Screenshot of menu with 5 choices, World War I , Women Veterans, War Stories, Famous Veterans and one, unlabeled, picture of a man in a war bonnet

Writing Assignment

The writing assignment and an outline for a guide are included in the presentation. This can be printed or copied and distributed to students through Google Classroom, Schoology or other CMS.

Physical Education

During P.E., have students measure out 210 yards, set out obstacles to dodge and jump over (backpacks with stacks of books would be a good choice) and sprint down the course, simulating Oklahombi’s attack on the machine gun nests.

Mathematics

Two ratios are computed in the presentation. The teacher may ask students to compute these individually and then present the answer. This lesson may be included as part of the ratio and proportion unit.

Computer Applications

Students will need to access the internet for their research. There are many reputable sites with information on Joseph Oklahombi, including the Smithsonian Museum of the American Indian, Oklahoma Historical Society, Veteran’s Administration and more. Optionally, students may submit their assignment as a video or slide presentation or write it using a word processor.

Differentiation

For students who have learning disabilities or other limits on writing ability, an oral presentation or video may be submitted in lieu of the written assignment.

The Codex in Latin American History and Math

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Standards

CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations

CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Technology required

Device with a browser for AzTech Game. Printer for printing codex and related worksheet and activity pages.

Time

4-5 hours

Lesson Summary

This is an augmentation of a lesson from the Library of Congress uses a primary source – the Huexotzinco Codex – as a basis for document analysis, inquiry and applied mathematics. Students analyze pages documenting tribute paid to Spanish administrators, compute the tribute paid, read a one-page overview of the codex and analyze the codex. A presentation is given on connections between Aztec, Mayan and contemporary methods. Students begin or end classes playing a game that includes Mayan history and middle school mathematics.

Lesson

First, some background for the teacher. The Huexotzinco Codex was part of the evidence in a case brought by the Nahuas, Indigenous people of what is now Mexico, against the Spanish administrators, alleging excessive taxation (tribute). This case was won by the Nahuas. In this lesson, students do not learn the full story until the third or fourth class period.

Analyze Documents

Begin with this link to the Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 1, Document Analysis. This should take one class period- approximately one hour.

NOTE TO THE TEACHER: Allow at least 30 minutes before using this lesson the first time, to read through the Library of Congress lesson, download and print out documents for students.

Play a game

Have students sign in and begin the game, AzTech: Meet the Maya. Students should play for about 15 minutes.

Computation – How much was the tribute?

Continue with the second part of Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 2, Computation. After students have completed one tribute sheet and corrected their answers, use this slide presentation to show the connection between the Aztec and Maya codices and our modern system of numbers and graphs. Optionally, have students complete one or two more tribute sheets from the linked lesson. This should take one to two class periods.

Play a Game

At the beginning of class, have students continue the AzTech: Meet the Maya game. Students should play for 15-20 minutes by which time some of the students should have reached the codex activity and explanation in the game.

Write a Narrative Explanation

Continue with the third part of Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 3, Narrative Explanation.

Assessment

Four types of assessments are included; observation of student understanding of historical document analysis in the class discussion, student self-corrected math computation, student written assignments (analysis sheet, observations and scenario outlines) and the math problems in the AzTech game which are scored automatically with data available in teacher reports.

Differentiated instruction (optional)

Advanced Students who complete their assignments early can continue with the AzTech: Meet the Maya game. If they complete this game, they can choose to play AzTech: The Story Begins or AzTech: Empiric Empire.

English learners can play the AzTech : Meet the Maya and AzTech: The Beginning games in English or Spanish.

Recommended Related Lesson

Counting ropes and rational numbers

Navajo Culture and ELA

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By Christy Hanson

Standards

Dine’ Culture Standards (3.PO2) I will develop an understanding of Dine’ way of life through Iina’. I will implement and recognize the Dine’ lifestyle. I will present the stories related to Land and Water Beings.

Dine Government (3.PO3) Executive Branch (3.PO3): I will describe the purpose of at least one subdivision. Legislative Branch (3.PO3): I will describe the Navajo Nation election process. Judicial Branch (3.PO4): I will analyze the purpose of a judicial system.

CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Time

45 minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

Students learn about Diné (Navajo) culture from multiple perspectives, first through a presentation on Navajo tribal government and its three branches (executive, legislative, and judicial) that are modeled after the federal government, as well as its security branch. Also included are four cultural laws governing Navajo leadership. A written assignment exploring roles of effective governance follows as assessment. The lesson concludes with a game, Making Camp Navajo, that discusses Diné traditions in sheep ranching and rug weaving.

Lesson

Presentation on Diné Governance

Use the slide presentation, Navajo Civics, to introduce students to the history and structure of government on the Navajo Nation.

Download this map of the Navajo Nation to view its five agencies: Chinle, Eastern, Fort Defiance, Northern, and Western.

Class Discussion on Important Issues in Governance

Teachers can use the questions on Slide 26 of the presentation or edit the slides to add their own questions.

Writing Assignment

Students select one or more of the writing prompts and write an essay addressing the prompt. Teachers can use slides 27-31 for the prompts or create their own.

Play a Game

The lesson concludes with the Making Camp Navajo game. Students should play through the introduction and then the activities under the LIFE choices.

Choose Numbers, Life or Random — Choices Screen – click LIFE button

Sheep image, weaving image and girl with sheep — Life Choices – Select and Play each of these

Assessment

Three types of assessment are included in this lesson. The brainstorming session provides a gauge of the understanding of the class as a whole of the types of issues that can be addressed by government. The writing assignment serves as an individual assessment of student understanding of government. Teacher reports of data collected automatically in Making Camp Navajo document student completion of the activities.

The Navajo-Churro: America’s First Domestic Sheep

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📖STANDARD

CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

7th-8th Diné History Standards – I will understand historical/factual events, people and symbols that influence my family. Concept 1.PO2. I will identify an event relating to important people in Diné history.

⏰LESSON TIME

90 minutes including time for research

📃SUMMARY

Vocabulary and historical events key to Navajo sheep farming are provided in a slide presentation. Students learn more about Navajo agriculture and history through a video, their own research, and a game combining math and history. Academic vocabulary is at the 7th grade level.

📚Lesson

Navajo-Churros: America’s First Domestic Sheep

Introduce sheep farming in Navajo and southwest history with this presentation, for an editable Google slides version, go here. The same presentation as a PowerPoint is found here. Students will learn vocabulary words related to general livestock farming and specifically to sheep.

VIDEO: Irene’s Churro Lambs

YouTube video: Irene’s Churro Lambs

Research and Writing Assignments

This assignment has two parts. In the first part, students research one of these events in history to learn more about it. They locate a primary source and a secondary source with citations, and then write an objective summary. In Part B, students select two research questions of interest, from a list provided, and conduct research to find the answers. A Google doc of the assignment can be found here.

Answer key for Part B can be found here.

Differentiated Instruction: Accommodations for learners with special needs

For the assignment above, for learners with special needs, you may wish to assign only one of the two parts. Generally, we would assign Part B, finding the answers to research questions. This is also a modification for students who are English language learners.

GAME: Making Camp Navajo LIFE Module

Students can play the three Making Camp Navajo modules for 20 minutes. The following instructions can be copied into Google classroom, pasted into a Zoom chat or given in class.

Go to Making Camp Navajo https://www.7generationgames.com/making_camp_navajo

Play through until you reach the LIFE tab and play all of the activities you find there.

These are the three activities you will play

Lots of Lambs

The Many Uses of Sheep

Navajo Weaving

ASSESSMENT

This lesson includes three forms of assessment

Objective Summary of Research (written assignment)
Research to answer questions on an event with primary/secondary sources
Making Camp Navajo Gameplay

Making Camp Navajo – Student Activities completed can be seen in the Making Camp Navajo teacher reports

Assessment in lamb care/lambing season. (True or False)
Assessment in the Many Uses of Sheep for Navajo history. (Matching game)
Students can screenshot a picture of their rug design, like below.

Geometry and Ledger Art

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by Avis Prentice and AnnMaria De Mars

📖 Standards

CCSS.MATH.CONTENT.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

⏰ Time

90-120 minutes, including time students spend on creating shapes, measurement and creating winter count artwork

📲 Technology Required

A computer with project/ smart board for viewing as a class or computer or mobile device for viewing videos at home is required. Art project can be done on Google Slides or PowerPoint or with markers and paper or construction paper, glue and scissors. Paper bags (optionally) can be used to simulate a hide background.

📃 Summary

Students begin by watching two videos that appear to be unrelated – on Native American ledger art and using a protractor to measure angles. These are explained in the presentation, that art can take many forms. Vocabulary and basic facts regarding angles are introduced. Students use an online app to create angles with different lengths of lines. After measuring lengths and angles of their shapes, students create artwork for their own event and a classroom ‘winter count’. Use of angles in computer animated art is explained. The session ends with assessment of students’ knowledge of measurement of angles.

📚 Lesson

Watch video on Native American Ledger Art

Watch to 5:07

Students will watch the video to the point of 5:07 , where the curator says to think of an event you really want to remember.

Watch video on using a protractor

Explain basic concepts and vocabulary of measuring angles

This 31-slide deck explains degrees as a measure of rotation, defines acute, obtuse and right angles and obtuse, acute and right triangles. Instructions are given for students creating their own ledger art. Available as Google slides here or as a PowerPoint Presentation here.

Students use an online app to create triangles from different lengths of lines.

In this exploratory activity, students should learn that a triangle cannot be created from any three lines. They will also get practice creating different angles and seeing the shapes of triangles with different angles. This activity is recommended but can be skipped if students do not have access to devices. Alternatively, the teacher or a student can create angles with result shown on a smart board/ projector.

Students create and measure shapes

As instructed in the presentation, students create lines, triangle and circles. They measure the diameter or radius of circles, length of lines and angles of triangles. Students write a description of their shapes using mathematical terms.

Students create their own artwork to commemorate an event

Students will use the shapes created in the previous activity to create original work. They will present their artwork to the class and explain its meaning.

Students watch a video on winter count

Emil Her Many Horses explains the creation and meaning of the winter count

Students combine their events to form a classroom record

Individual student events can be combined on poster board, included in a single Slides or PowerPoint document. Dr. Vivian Young recommends using large brown paper bags to simulate hides, crumpling and tearing around the edges to give more of a hide appearance.

End with presentation

Finish the slide presentation by informing students that their measurements are the first step a software developer would take in turning their artwork into computer animation for a game or website. They have been programming and did not even know it!

Assessment

An assessment of students’ knowledge of measurement of angles and types of triangles is included here as :

Google doc file for assessment

PDF version of assessment

ANSWER KEY FOR ASSESSMENT

Reflections on Ojibwe Migration

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by Janna Jensen and AnnMaria De Mars

📖 Standard

CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.

D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

⏰ Time

60 minutes

📲 Technology Required

Students need access to a computer with web browser.

📃 Summary

This lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, computing the average number of miles a character walked per day, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.

📚Lesson

Storyboard on the Ojibwe Migration

Begin with this story board on the route and major events of the Ojibwe migration. We recommend having students read each section of the story as it advances. Alternatively, the teacher may read it to the class or students can read it to themselves either on devices in the classroom or at home.

Watch a video on how to find the mean

Warning: bad singing ahead. This short video tells how to find the mean – in song. You may skip this video if you have already used it in a previous lesson.

Play the Forgotten Trail Game

Students should play the game at least through the first level. The game begins with a middle school class learning about the Ojibwe migration. Students will solve math problems related to the average number of miles walked per day and fraction of distance covered.

Watch a video on using scales in maps

This video is 7 minutes and covers what is a scale, how to use one and that different maps have different scales. If you feel your students are already familiar with this information, you may skip this video. In the days of Google maps and GPS we have found students often are not as familiar with this information as you might assume.

Presentation on Reflections on the Ojibwe Migration

In this Google slides presentation, students are asked to reflect on the Ojibwe migration. What would it have taken to survive such a journey? They use their map skills to estimate the distance of one leg of the journey, in both kilometers and miles.

Presentation is also available as a PowerPoint.

Synonyms Video

Now that students have seen synonyms as words for the same thing and miles and kilometers as measures for the same distance, finish up with this short (less than 2 minutes) video on synonyms.

Assessment

Slides 14, 18 and 21 can be printed out for students to answer individually, or can be answered as a group in class. Data are available on activities completed and math problems answered in the Forgotten Trail reports. For more information, check out our reports page.

Multiplication Review and Red River Carts

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📖Standards

CCSS.MATH.CONTENT.3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

⏰ Time

20 minutes

📲 Technology required

Internet connection on a PC or Chromebook laptop, tablet, or phone.

📃 Summary

Students watch a video on the importance of the Red River cart in expanding trade. The teacher presents (or students may read) a presentation discussing Red River carts followed by two related word problems. The lesson concludes with students playing Making Camp Premium, reinforcing multiplication facts and the Ojibwe history lesson learned.

📚 Lesson

Watch Red River Cart history video

Presentation on Red River Carts and multiplication

Use this Google slides presentation in-class or assigned online to review a little on the Red River cart and then solve two math problems involving carts and horses. In the first activity, the students drag the correct number of wheels to show 5 groups of 3 and then 3 groups of 5, both correct answers to the question. In the second problem, students drag 4 groups of 6 horses to solve the word problem.

Play a game

Students play Making Camp Premium (instructions on which activities are included in the slides presentation).

Wigwam from Making Camp Premium with items purchased with points

Assessment

Making Camp Premium offers Data and Reports for teachers to access to view students playing time and the number of items answered correctly addressing each standard taught in the game.

Visiting Grandma: ELA Lesson 1

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This Common Core-aligned English/ Language Arts unit, combines ELA and indigenous history as your students follow in the footsteps of the grandchild on their visit to grandmother’s house.

In this first lesson, students receive a letter from grandmother.

📖Standard

CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

⏰LESSON TIME

45 minutes

📲TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

📃Summary

Students will be introduced to a 10-unit English/ Language Arts unit centered around a visit to their grandmother. In this first lesson, students receive and correct the grammar and spelling in their grandmother’s letter. The lesson ends with playing misspelled words and grammar sections of Making Camp Premium.

📚Lesson Plan

1. Introduce the Unit

This Google slides presentation introduces the unit. Students are given a letter to read and correct. The link to the letter is in the slides presentation, so you can open the presentation, read it to your students and then assign it on Google classroom. The presentation includes links to sound files to read the slides and letter to students to accommodate individual students. This presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign reading letter and correcting errors

The letter is linked in the Google slide presentation. You can also find the link here.

The teacher answer key for the letter can be found here.

2. Play Making Camp Premium

Go to Making Camp Premium. Select WORDS and then go to the third screen.

Bottom left is misspelled words. Top right is grammar.

Play the game on the bottom left to practice spelling. The box on the top right will practice grammar. An example is shown below of a response after the student has answered correctly.

RELATED LESSON

The next lesson in this unit, letter to grandmother, focuses on organization in writing.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here.

State Standards

Missouri Learning Standards (MLS)

Writing 1C (5.W.1.C.a-b) – Apply a writing process to develop a text for audience and purpose.

-Revise/Edit – Reread, revise, and edit drafts with assistance to do a variety of tasks as stated in a-b.

Language 1A (5.L.1.A.a-e) – Communicate using conventions of the English language.

-Grammar – In speech and written form, apply standard English grammar for a variety of reasons as stated in L.1.A. a-e.

Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose.

-Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.

Making Camp – 10 minute history

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📖Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

CCSS.MATH.CONTENT.3.OA.A.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

⏰Time

10 Minutes
These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

📲Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

📃Summary

Ojibwe History Integrated with Math + History = Making Camp

That’s Making Camp in a nutshell, um, equation. If your students are like most people, you’re having a hard time getting them to focus. That’s why we’ve created short lessons for you. Each of these only takes about 10 minutes, teaches Ojibwe (Native American) history , multiplication or division. You can do these at the beginning or end of class as a warm-up, as an assignment for those students who finish early.

As the game introduction says …. let’s get started on Making Camp.

📚Lesson Plan

1. Download or follow the link to get started on Making Camp!

The game can be downloaded for any Apple or Android phone or tablet. It can also be played online. The links you need will be in the game pages for your device. You will have received the password to access this page in the training you attended. To access the games for your device, click the appropriate link below. These pages are password protected, but the password you received will work on all three pages.

If you have forgotten your password, email growingmath@7generationgames.com, let us know the name of your school and mention in the email you forgot your password.

2. Students will need a username and password

We strongly recommend you assign the username and password rather than having students assign their own.

Watch the two introductory videos that explain about the Ojibwe migration and how to play the game. This will bring you to the choice screen.

Click on the NUMBERS option which will bring up the screen below.

MATCHING MULTIPLICATION

Click on the top left box (with cards) to play a memory game, matching multiplication problems with their answers.

The Multiplication Dog

This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog by answering multiplication problems.

Assessment

Remember that you can always see your students’ performance on the problems in Making Camp Premium by accessing the reports page. You will need to enter the password you received during training.

That’s it. That’s your ten minutes of learning social studies and multiplication. Next post in this series: Trade for a wigwam

State Standards

Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.

Related: Making Camp – 10 minute history (Bilingual English & Spanish)

The lesson above has a companion lesson for English Learners. Making Camp – 10 minute history (Bilingual English & Spanish) is the same lesson from above but provides the resources in English and Spanish, featuring Making Camp Bilingual.

Trade for a Wigwam

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📖Standard

⏰Time

10 Minutes

These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

📲Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

📃Summary

Today we are focused on the Ojibwe history part of Making Camp. As one of our very favorite middle school history teachers said,

History is more than names and dates. It’s how people lived, the things they used.
– Jose Gonzalez, Social Studies Teacher, Gompers Middle School, Los Angeles

Students will watch two brief videos, one on building a wigwam and one on trading between tribes. They then trade in the points they have earned for items for their wigwam. Clicking on each item gives information on how that item was used by the Ojibwe. If you did the previous ten-minute lesson, your students already have points. If not, they’ll need to earn some by playing Making Camp mini-games (just click on anyone of the choices on the main screen).

📚Lesson Plan

1. Click on the wigwam icon to watch two videos

Table of items to trade in wigwam with Making Camp Ojibwe

If you have been following along in order, the player now has enough points to get a wigwam and at least two items to supply their wigwam.

NOTE: If the player does not have at least 1 point to trade, the wigwam video will not play and instead, he/she will be told that at least one point is needed to trade for a wigwam.

If the player does not have at least 3 points to trade (1 for the wigwam, plus two more) after the wigwam building video, h/she will be told that at least two points are needed for trading.

The first time a player clicks on the wigwam icon the on the bottom left of the screen it will play a video on how a wigwam was built. This will be followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came. The player then has an option to trade points for items for the wigwam.