All About the Money

Supplement for Hands on Banking Instructor Guides
Elementary School: Unit 1, Lesson 1 – The meaning of Money
Middle School: Unit 1, Section 1 –Money and Banking
High School/College: Topic 1, Lesson 1 – You and $

Lesson Narrative

For all students, especially Native students, it is important to give them cultural and historical background information on the topic being taught. This is so they can relate it to their own personal lives. Traditional learning, in many tribes, begins with a historical or moral lesson before the actual lesson is taught – how and why they did what they did; what worked and what didn’t; what the outcome was, etc. Native students learn more by doing than by listening, so it’s important for them to take an active role in the lesson which may include discussion, research, interviews, hands on projects, presentations, and peer reviews.

Having the students conduct research on their own tribe’s history will have a deep meaning for them. A few examples of what they may discover about their history include:

  • Many of the Plains tribes’ economy was based on hunting and gathering, in addition to making most of the personal items needed for everyday life.
  • In the Southwest region, where tribes were more stationary, their economy was based on farming and trade. The Southwest people, too, made most of their personal items, but would trade for the materials to make them.
  • Eastern coastal tribes, after contact, learned the use of money for trade, so the Iroquois began making Wampum Belts out of leather and beads. These belts were used to “buy” what the people needed.

Giving the students an idea of historical use of “money” will help them in making decisions on how to use it today in their own personal lives. During their research into the tribe’s history, students will see that their ancestors did not waste anything in order to survive. Through this, the desired outcome is to teach Native youth how to save money for future needs and to use it for “needs” first and “wants” second.

Preliminary Work:

  1. Survey the students on their understanding of money and the use of money.
  2. After discussing the key words given in the Hands on Banking Instructor Guide (Depreciate, Direct deposit, etc.), ask each student what other key words they can think of for “money.” Write these on the board.

Discussion:

Wells Fargo Hands On Banking includes some discussion questions. See HOB Instructor Guide: “Start the Discussion”

Discuss with the students what their understanding is of Native traditional uses of “money.”

  1. How did their ancestors obtain the things they needed?
  2. How important was trade in their economy?
    1. Who did they trade with and for what?
    2. What did they use for trade?
    3. Was trade different for them before and after contact with Europeans?
      1. How?
      2. What affect did the change have?
      3. Why?
  3. In addition to trade, what did their ancestors use to get what they needed?
    1. Hunting and Gathering?
    2. Farming? Growing Crops and Raising Animals?

Research:

  1. Have students conduct some instructor-led research on traditional forms of economy in their own tribe and current use. Example: How does their tribe take care of its members (medical, education, etc.)?
  2. Have students interview their families on the following:
    1. How do they perceive money and its use?
    2. What is the most important thing to remember about money and its use
    3. What does money mean to each person and the family as a whole?
    4. In their history, what was the form of “money” and how was it used?
    5. Compare traditional/historical use of “money”, and how money is used today.

NOTE: Remember each group you teach will be of a different tribe and living both on/off the reservation, so adjustments to the curriculum will be needed each time.

Presentations:

  1. Have the students create a presentation on their research findings using poster board or a PowerPoint presentation.
  2. Presentations should include visual, audio, and hands on materials.
  3. Schedule a day for student presentations.
  4. Give the students the presentation evaluation form (in supplemental materials) for peer evaluations.
  5. In a group, discuss what students learned from today’s presentations.

Wrap-up Journaling

This journaling entry will give the students a chance to reflect on what they have learned about themselves and family in relation to money and its use.

  1. Hand out journal notebooks to students (provided).
  2. Ask students what more information they would like on the subject.
  3. Let students know the next topic is “So what do you want?” and ask them to come prepared to discuss their “wants” and “needs” for their future.

Sample Narrative Activities:

  1. Teacher or elder telling a traditional tribal story related to the topic.
  2. Having students take pictures of items they find in their house that could be of value for trade.
  3. Listen to Native America Calling’s radio show on Indigenous Trade Routes: https://www.nativeamericacalling.com/wednesday-march-27-2019-indigenous-...