WebQuest

The World of Wampum

Teacher Page

Fellow Teachers! Here is some important information about this WebQuest that you might find helpful.

Cross-Curricular Component

In addition to the five social studies strands, this WebQuest also addresses:

Language Arts - folklore, reading, writing
Visual Arts/Art History - history, design, and symbolism used in wampum belts

Vocabulary

You will notice as you go through this WebQuest that there may be vocabulary words which are unfamiliar to your students.� You may wish to further enhance your students work by highlighting this specific vocabulary. Some examples are:

Barter: to trade by exchanging one commodity for another
Goods: something that has economic utility or satisfies an economic want
Iroquois: an American Indian confederacy originally of New York consisting of the Cayuga, Mohawk, Oneida, Onondaga, and Seneca and later including the Tuscarora
Participatory democracy: a process emphasizing the broad participation of constituents in the direction and operation of political systems
Representative democracy: a variety of democracy founded on the principle of elected people representing a group of people
Services: the work performed by one that serves such as accounting, banking, cleaning, consultancy, education, insurance, expertise, medical treatment, or transportation
Treaty: an agreement or arrangement made by negotiation; a contract in writing between two or more political authorities (as states or sovereigns) formally signed by representatives duly authorized and usually ratified by the lawmaking authority of the state
Wampum: small cylindrical beads made from polished shells and fashioned into strings or belts, formerly used by certain Native American peoples as currency and jewelry or for ceremonial exchanges between groups.
Wampum Belt: a belt of varicolored wampum arranged in patterns and used as a mnemonic device or ceremonially, especially in the ratification of treaties. The most famous is the Hiawatha Belt of the Iroquois.

Differentiated Instruction

Throughout this WebQuest, students are given the opportunity to work individually, with a partner, and with a group. Student arrangements for tasks and processes can be manipulated as needed to accommodate varying academic levels or language needs.

Teachers may also pre-teach vocabulary or present background knowledge information on early American history (Indians) to enable students to make connections.

Materials List

Students will need an� internet connection and computers (preferably individual). Be sure to check all of the links used in this WebQuest before your students are ready to begin to ensure that all links are still in working order.

Supplies:

Folktale - Theme paper, pencils or pens
Timeline - Markers and a large paper or white board
Wampum Belt - Ditalini noodles in a quantity sufficient so all students can make their own belt, large glass bowl or empty coffee can(s), vinegar, grid paper, glue, stapler

Standards

This WebQuest is based on Arizona Standards for 6th grade social studies

Strand 1: American History
Concept 2: Early Civilizations - The geographic, political, economic, and cultural characteristics of early civilizations made significant contributions to the later development of the United States.
PO 1. Describe the characteristics of hunting and gathering societies in the Americas.

Strand 2: World History
Concept 1: Research Skills for History - Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives are intended to be taught in conjunction with appropriate American or World History content, when applicable.
PO 3. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people).

Strand 3: Civics/Government
Concept 5: Government Systems of the World - Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.

Strand 4: Geography
Concept 4: Human Systems - Human culture, their nature, and distribution affect societies and the Earth.
PO 4. Identify how factors such as river/coastal civilizations and trade influenced the location, distribution, and interrelationships of economic activities over time and in different regions.

Strand 5: Economics
Concept 1: Foundations of Economics - The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.
PO 4. Compare how money, as opposed to barter, facilitates trade.

Other

For additional information about the world of wampum, please visit The Wampum Chronicles, a collection of research into the history and culture of the Rotinonhsi�n:ni�the People of the Longhouse