Bartering in Colonial Georgia

Grade Level

2nd Grade

Duration

30 Minutes

Unit Context

Unit: Georgia's Colonial Journey
Lesson: 8 of 10

Lesson Overview

Students will explore the barter system used by the early colonists of Georgia and the Muscogee (Creek) people. They will learn how goods and services were exchanged without money, understand the skills needed for successful trading, and simulate bartering with each other to experience firsthand how this early economy operated.

Common Core State Standards Alignment

Social Studies Standards (Adapted for 2nd Grade, aligned with Common Core Literacy in History/Social Studies)

CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
(Students will understand the relationship between colonists and Muscogee in trade.)
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
(Students will discuss goods, services, and bartering.)
CCSS.ELA-LITERACY.L.2.6
Use words and phrases acquired through conversations, reading, and being read to, including topics related to history/social studies like bartering, goods, and services.

Learning Objectives

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

Define bartering and explain how it was used by Georgia’s colonists and the Muscogee (Creek).
Identify goods and services that could be exchanged in a barter system.
Demonstrate basic bartering skills through a classroom simulation activity.
Collaborate and communicate respectfully during trade discussions.

Materials Needed

Picture cards of colonial and Muscogee goods (e.g., corn, pottery, tools, animal pelts)
Picture cards of services (e.g., carpentry, farming, pottery making)
"Trade Tags" (small tags to label items or services students choose to barter)
Whiteboard or chart paper
Markers
Bartering scenario worksheet (simple fill-in-the-blank with images)
Stickers or small tokens for participation rewards

Lesson Plan Outline

1. Introduction and Hook (5 minutes)

Begin with a brief story: "Imagine you lived 300 years ago, before money was used in Georgia. How would you get what you need?"
Show students picture cards of items colonists and the Muscogee used. Ask: "If you don’t have money, how do you think they got these things?"
Introduce the term barter — trading goods or services without money. Write the word and definition clearly on the board.
Ask students to share if they ever traded something with a friend (e.g., toys, snacks).

2. Direct Instruction & Discussion (7 minutes)

Explain how colonists and Muscogee people exchanged goods and services based on what each had.
Show picture cards and ask: “What could a colonist trade for a basket made by the Muscogee?”
Discuss skills needed to barter successfully, like communication, fairness, and knowing the value of items.
Use simple vocabulary, emphasizing words like goods, services, trade, barter, Muscogee, colonists.

3. Barter Simulation Activity (13 minutes)

Divide students into two groups: Colonists and Muscogee.
Give each student 2-3 picture cards representing goods or services.
Explain: "You will walk around and try to trade your cards with others by exchanging what you have for what you want."
Encourage respectful communication: "Explain what you have, ask what they want, and decide if your trade is fair."
Circulate to support and observe students’ exchanges, noting good communication and trade strategies.
After 10 minutes, gather students and ask: "Was bartering easy or hard? What helped you make a good trade?"

4. Wrap-up & Assessment (5 minutes)

Lead whole-class reflection using simple questions:
- What did you learn about bartering?
- Why was bartering important?
- How did you decide if a trade was fair?
Distribute the barter scenario worksheet for students to complete as a quick exit ticket: match the items that would commonly be traded by colonists and Muscogee.
Praise participation, give stickers or tokens for effort and cooperation.

Assessment & Evaluation

Formative Assessment: Observation during barter activity focusing on participation, communication, and understanding of trading concepts.
Exit Ticket: Barter scenario worksheet to check comprehension of goods that could be traded.
Oral Discussion: Student participation when answering reflection questions.

Differentiation Strategies

For ELL students or those needing extra support: Use visual aids extensively; pair them with a peer for the simulation; provide sentence starters for trading phrases (e.g., “I have ___, do you want to trade?”).
For advanced learners: Challenge with questions about why some goods were more valuable, or ask them to explain the importance of fairness in trading.

Teacher Tips & Beyond

Encourage students to continue noticing bartering in stories or at home (e.g., trading snacks or school supplies).
Extend learning by inviting students to bring small items from home for a "real" classroom barter event.
Use this lesson as a foundation for discussing the development of money later in the unit.

This engaging lesson associates historical social studies content with authentic communication skills and cooperative learning, fully aligned with Common Core standards for 2nd grade social studies literacy and speaking/listening!

Teaching Instructions