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\n\"Coureurs\n\n
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\nEduGAINs\n
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\nCoureurs de Bois, First Nation Peoples, and the Fur Trade\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nThe interactions between the Coureurs de bois (runners of the woods) and the First Nation Peoples as they engaged in the fur trade are the focus on this Canadian history exercise. Kids select learning centers based on their learning...\n
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\n\"La\n\n
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\nCurated OER\n
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\nLa Salle and the Fur Trade\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine the fur trade of the 1700's. In this explorers lesson, 4th graders discuss how the French explorers traded items with the Native Americans for fur. They look at the explorer La Salle and how he influenced the fur...\n
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\n\"Fur\n\n
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\nCurated OER\n
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\nFur Trade Economics\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nYoung scholars demonstrate understanding of what the fur trade was and how it was operated, including the bartering process, by participating in a mock trade activity and assessing the value of items based on their needs and wants.\n
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\n\"Westward\n\n
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\nCurated OER\n
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\nWestward Expansion - Fur Trade\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents complete a unit of lessons to learn how products reach the market and study the history of the fur trade. In this history and trade lesson, students first learn about the technology that allowed products to reach market faster....\n
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\n\"Daily\n\n
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\nCurated OER\n
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\nDaily Life in the Fur Trade: Communications & Resourcefulness\n

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\n\nFor Teachers\n\n5th\n
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\nStudent complete a number of activities using computer based resources and primary sources to research the fur trade. They answer questions using the computer research.\n
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\n\"Conquests\n\n
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\nCurated OER\n
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\nConquests of Land and People in the Pacific Northwest by the Fur Trade\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine how the Hudson's Bay Company dominated trade in the Pacific Northwest and compare and contrast how the Hudson's Bay Co. conducted business with competitors, suppliers, and customers to the prominent American fur trade...\n
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\n\"Trading\n\n
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\nCurated OER\n
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\nTrading Rendezvous\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore the fur trade between the settlers and Native Americans. Through class discussion, students explain and give examples of how the fur trade worked. In groups, they simulate the fur trade using materials provided by the...\n
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\n\"Ft.\n\n
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\nCurated OER\n
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\nFt. Vancouver Fur Trade: a Skin for a Skin\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine political presence of Hudson's Bay Company, explore economic impact of European demand for beaver pelts and the fur trapping trade, and practice counting in Chinook Jargon.\n
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\n\"Fur\n\n
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\nCurated OER\n
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\nFur Trading\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners take on a role such as a farming community, hunting community or a trading post. They decide which products they focus on and then trade with the other groups.\n
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\n\"History\n\n
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\nCurated OER\n
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\nHistory on Film: Creating Heritage Moments\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders examine significant events in fur trade history. In small groups, they conduct research, develop and write a script, and create a videotaped \"Heritage Moment.\"\n
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\n\"That\n\n
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\nCurated OER\n
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\nThat Was Then, This is Now\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents read about the effect of strict fur trading laws on the lives of the Inuit people in Canada, then use print and digital resources to compare past and present-day ways of life of several indigenous peoples around the world.\n
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\n\"Treasure\n\n
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\nCurated OER\n
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\nTreasure Chest\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore Chicago in the fur-trading era. In this Chicago lesson, students discover what life what like during this time. Students read an historical fiction story about life in the fur-trade era. Students view replicas of...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Order of Good Cheer: Living it Up At \"Club Champlain\"\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders participate in a role play activity to study the development of the fur trade in North America and leaders like Champlain.\n
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\n\"Multiple\n\n
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\nCurated OER\n
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\nMultiple Perspectives: Newspaper Stories and Editorials\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nNewspapers are the perfect medium through which to explore different perspectives in informational text. After researching the fur trade and resultant colonization, groups write a newspaper, including an editorial page, selecting one of...\n
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\n\"Bimaadagaako\n\n
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\nBimaadagaako Adventure\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nPupils use an interactive website to complete a wilderness trail adventure where they learn about Native cultures, voyagers, and the Canadian fur trade. In this interactive history instructional activity, students visit the wilderness...\n
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Worksheet
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\n\"Mountain\n\n
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\nCurated OER\n
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\nMountain Men\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this history worksheet, students read a one page article about life on the Oregon trail and the fur traders and mountain men. Students then answer 4 essay questions.\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Not Come to North Amercia?\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nYoung scholars examine the motives for French expansion into the New World, they evaluate primary source documents to determine who, what, when, where and why.\n
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\n\"Ft.\n\n
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\nCurated OER\n
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\nFt. Vancouver the Fur Trade: A Skin for a Skin\n

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\n\nFor Teachers\n\nK - 4th\n
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\nYoung scholars study Fort Vancouver. They discuss trading and what is meant by \"a skin for a skin.\" They complete math story problems that represent possible trading scenarios. They explore the Chinook Jargon trade language.\n
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Instructional Video3:46
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\n\"Mammals\n\n
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\nCurated OER\n
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\nMammals\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nLearn more about mammals with this fantastic video! It discusses mammals varying from whales to mice to elephants. Can your class tell the difference between a whale and a shark?\n
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\n\"Renewing\n\n
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\nCurated OER\n
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\nRenewing a Contract with HBC\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents are invited to use the ECO Exploration, the Fur Trade and Hudson's Bay Company, as well as other sources identified, to complete a table (see Student Handout) of words and phrases that describe the duties, responsibilities and...\n
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\n\"Essay/WebQuest\n\n
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\nEssay/WebQuest Ideas\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents use the ECO Exploration, the Fur Trade and Hudson's Bay Company, the ECO database, as well as other sources identified to complete a report or essay on some aspect of Hudson's Bay Company and life in what would one day become...\n
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\n\"Report/Presentation\n\n
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\nCurated OER\n
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\nReport/Presentation Ideas\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents use the ECO Exploration, the Fur Trade and Hudson's Bay Company, the ECO database, as well as other sources identified to develop a report or presentation on some aspect of Hudson's Bay Company and life in what would one day...\n
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\n\"Hivernants:\n\n
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\nHivernants: The Wintering Voyageurs\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents research the history of fur posts in North America. In this North American history lesson, students apply skills of historical interpretation by collecting and analyzing data from historic sources on the fur trade expansion.\n
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\n\"Mountain\n\n
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\nMountain Men\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents explore sites that have information about mountain men who helped developed the old West and explore their lives, adventures, and fur trading.\n
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