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Lesson Plan
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\n\"The\n\n
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\nThe Relationships and Cultural Exchanges Between Native Americans and the Hudson's Bay Company at Fort Vancouver\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents are introduced to the geography of the Columbia River basin and its history. Using the internet, they research the relationships between the Native Americans and the Hudson Bay Company. They also discuss the effects on the...\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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Lesson Plan
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\n\"Essay/WebQuest\n\n
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\nCurated OER\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\"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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Lesson Plan
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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\"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\"Exploring\n\n
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\nExploring the Hudson in 1609\n

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\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
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\nWhile this lesson focuses on a study of the Hudson River, it could be used as a template for a discussion of map skills, converting measurements, and plotting a route. The lesson includes vocabulary and other resources to make it a...\n
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\n\"Building\n\n
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\nCurated OER\n
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\nBuilding a Trading Post: How to Choose a Site\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents brainstorm what kinds considerations might have to be made when building a trading post. They create an artistic representation of what their trading post would look like (two- or three- dimensional).\n
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\n\"True\n\n
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\nCurated OER\n
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\nTrue Settlers of the Pacific Northwest: Who was there with Dr. John Mcloughlin?\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents discover who was present when the city of Vancouver was founded. Using the internet, they research the various cultures of the area and which were present at the Hudson Bay Company. They discuss each person's role in how the...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Kanaka Village at Fort Vancouver: Crossroads of the Columbia River\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers study the interaction between Native American and European cultures in the Pacific Northwest in the 1800s. They focus their study on the Hudson's Bay Company and Fort Vancouver.\n
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\n\"Canadian\n\n
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\nCurated OER\n
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\nCanadian History: The Seven Oaks Incident\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine primary source documents about the Seven Oaks Incident and consider the different perspectives written about it. They present their findings to the class orally or by creating posters.\n
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\n\"Multiple\n\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\"Factors\n\n
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\nFactors Contributing To the U.S. Dominance of the Pacific Northwest\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents examine the painting Columbia by John Gast. They discuss the concept of Manifest Destiny and the role of different groups (miners, missionaries, fur trappers, farmers, etc.) in the Americanization of the West. In groups, they...\n
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\n\"Manifest\n\n
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\nManifest Destiny and Westward Expansion\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the economic, political, racial, and religious roots of Manifest Destiny. They read articles and analyze how the concept influenced the nation's westward expansion. Students discover the motivations and expectations of...\n
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Lesson Plan
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\n\"Be\n\n
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\nCurated OER\n
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\nBe It Resolved: A lesson In Debating\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine debating procedures. In teams, students research the effects of European-Aboriginal interaction. Students collect, analyze and interpret information to support their side of the debate.\n
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Lesson Plan
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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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\nLearners 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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Lesson Plan
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\n\"Who\n\n
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\nCurated OER\n
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\nWho are the Women of the Pacific North West: 1830-1870?\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nYoung scholars view a picture from the Vancouver National Historic Reserve and discuss the people in the picture. They locate Cromwell's Map and discuss the villages located close to Fort Vancouver. Students read information regarding...\n
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Lesson Plan
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\n\"Red\n\n
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\nCurated OER\n
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\nRed River Spy Mission\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders analyze causes of the Red River Rebellion. In this Canadian history lesson, 8th graders consider the differing points of view of the groups involved in this rebellion. Students research Louis Riel and Sir John MacDonald.\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe British Empire – Where the Sun Never Set\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents read an article on the British Empire.  In this ESL instructional activity, students explore the British Empire from the 1600's, then work in small groups to complete several activities that reinforce the information...\n
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Lesson Plan
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\n\"Fur\n\n
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\nFur Trade Economics\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents 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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Lesson Plan
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\n\"Canadian\n\n
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\nCurated OER\n
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\nCanadian History\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents conduct research on the history of early Canada. They create timelines of important dates, write biographies of Canadian explorers, consider the importance of geography and religion in Canada's settlement and examine both...\n
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\n\"Classification\n\n
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\nCurated OER\n
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\nClassification and Identification\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents, after exploring and analyzing diagrammatic and taxonomic keys and their association to marine sciences, identify and classify objects and organisms based on visual attributes/characteristics. They research and create their own...\n
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Lesson Plan
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\n\"Changing\n\n
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\nChanging Landscape at the Fort Vancouver Reserve\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the international background and consequences of The Louisiana Purchase, The War of 1812, and The Monroe Doctrine. The lesson helps to improve critical thinking skills about American History.\n
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Handout
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\n\"The\n\n
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\nGabriel Dumont Institute\n
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\nThe Hudson's Bay Company Trading System [Pdf]\n

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\n\nFor Students\n\n3rd - 8th\n
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\nA 42 page learning module presenting a detailed history of the Hudson's Bay Company and the development of their fur trading routes. This document, published in PDF format, contains maps of the trading system, historical timelines and...\n
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