Did Native People Really Sell Manhattan?

This online lesson provides Native perspectives, images, documents, and other sources to help students and teachers understand how the 17th century fur trade brought together two cultures, one Native and the other Dutch, with different values and ideas about exchange.
Learn more +
close
This online lesson provides Native perspectives, images, documents, and other sources to help students and teachers understand how the 17th century fur trade brought together two cultures, one Native and the other Dutch, with different values and ideas about exchange.
Close

Lesson Information


Grades:

4–5

Nations:

Lenape, Mahican

Subjects:

History, Social Studies, Geography, Economics

Key Words:

Native New York, Lenape, Mahican, Dutch, fur trade, exchange, trade, land exchange, relationships, value systems, wampum, beaver, Manhattan, sale of Manhattan

Regions:

North America, Northeastern Atlantic coast


Close

Essential Understandings


Framework for Essential Understandings about American Indians
Select from these thematic key concepts to guide and focus instruction in your subject and content area.
This resource addresses the following Essential Understandings:
Essential Understanding 1:
American Indian Cultures

Kinship and extended family relationships have always been and continue to be essential in the shaping of American Indian cultures.

American Indian cultures have always been dynamic and changing.

Interactions with Europeans and Americans brought accelerated and often devastating changes to American Indian cultures.

There is no single American Indian culture or language.

For millennia, American Indians have shaped and been shaped by their culture and environment. Elders in each generation teach the next generation their values, traditions, and beliefs through their own tribal languages, social practices, arts, music, ceremonies, and customs.

Essential Understanding 2:
Time, Continuity, and Change

European contact resulted in devastating loss of life, disruption of tradition, and enormous loss of lands for American Indians.

Hearing and understanding American Indian history from Indian perspectives provides an important point of view to the discussion of history and cultures in the Americas. Indian perspectives expand the social, political, and economic dialogue.

Indigenous people played a significant role in the history of the Americas. Many of these historically important events and developments in the Americas shaped the modern world.

Essential Understanding 3:
People, Places, and Environments

Well-developed systems of trails, including some hard-surfaced roads, interlaced the Western Hemisphere prior to European contact. These trading routes made possible the exchange of foods and other goods. Many of the trails were later used by Euro-Americans as roads and highways.

Essential Understanding 7:
Production, Distribution, and Consumption

For thousands of years American Indians developed and operated vast trade networks throughout the Western Hemisphere.

American Indians traded, exchanged, gifted, and negotiated the purchase of goods, foods, technologies, domestic animals, ideas, and cultural practices with one another.

American Indians played influential and powerful roles in trade and exchange economies with partners in Europe during the colonial period. These activities also supported the development and growth of the United States.

Essential Understanding 8:
Science, Technology, and Society

Major social, cultural, and economic changes took place in American Indian cultures as a result of the acquisition of goods and technologies from Europeans and others.

Much American Indian knowledge was destroyed in the years after contact with Europeans. Nevertheless, the intergenerational transfer of traditional knowledge, the recovery of cultural practices, and the creation of new knowledge continue in American Indian communities today.

Close

Academic Standards


College, Career, & Civic Life–C3 Framework for Social Studies State Standards
STAGE OF INQUIRY
STANDARDS
Overarching Standards/Summative Performance Task
D1.5.3-5
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D4.1.3-5
Construct arguments using claims and evidence from multiple sources.
Supporting Question 1
D3.3.3-5.
Identify evidence that draws information from multiple sources in response to compelling questions.
Supporting Question 2
D3.3.3-5.
Identify evidence that draws information from multiple sources in response to compelling questions.
Supporting Question 3
D3.4.3-5.
Use evidence to develop claims in response to compelling questions
Common Core State Standards
STAGE OF INQUIRY
4–5 Grades
Overarching Standards/Summative Performance Task
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Supporting Question 1
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
4th Grade
CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
5th Grade
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Supporting Question 2
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
4th Grade
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5th Grade
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Supporting Question 3
4th Grade
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
5th Grade
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Contemporary Connections
CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4th Grade
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5th Grade
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
down

What Does a Beaver Felt Hat Have to Do with Manhattan?

Open Instructions
Close Instructions
Watch this short video and identify information from the video that explains why a beaver brought Native people and the Dutch together in Native New York.

Watch Video

Watch Video
up down
up down

How Did the Use of Trade Goods Show Differences in What People Valued?

Open Instructions
Close Instructions
Explore three different trade goods to learn what Native people and the Dutch valued.
Close

Flow of Trade Goods: 1614–1626

To trade with Native people, the Dutch had to adapt to their ways of exchange. In the early years, Native people traded with the Dutch to get goods they wanted and valued. As time went on, Native people also used trade to strengthen their influence, build alliances, and try to remain in their homelands. Follow the flow of trade goods to learn what the Lenape, Mahican, and Dutch traded.


Illustrations by Maria Wolf Lopez, coordinated by Michael Sheyahshe (Caddo)
Native people value shell beads called wampum. The Dutch traded goods, such as kettles, for wampum.
The Dutch traded wampum and European goods with the Mahican for beaver furs and food.
The Mahican traded wampum with tribes farther north for beaver furs.
Illustrations by Maria Wolf Lopez, coordinated by Michael Sheyahshe (Caddo)
Native people value shell beads called wampum. The Dutch traded goods, such as kettles, for wampum.
The Dutch traded wampum and European goods with the Mahican for beaver furs and food.
The Mahican traded wampum with tribes farther north for beaver furs.
up down

What Did Land Exchanges Mean to Native People and the Dutch?

Open Instructions
Close Instructions
Native people and the Dutch had very different views of land. Consider the different views of land when examining sources about what land exchanges meant to Native people and the Dutch.
up down

Did Native People Really Sell Manhattan?

Open Instructions
Close Instructions
What did the evidence reveal? Did Native people really sell Manhattan? Construct an evidence-based argument that addresses how differences in cultural values contributed to misunderstandings about the land exchange that led to the sale of Manhattan.
up down

Contemporary Connections

Open Instructions
Close Instructions
See how Native New Yorkers of today celebrate their rich culture and heritage.
up down
NK 360 logo