From Traps to Caps: The Montana Fur...

User GuideProvided by The Montana Historical Society

Education Office(406) 444-4789

www.montanahistoricalsociety.org

Funded by a Grant from the E.L. Wiegand Foundation

©2002 The Montana Historical Society

From Traps to Caps:

The MontanaFur Trade

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From Traps to Caps: The Montana Fur Trade

Table of ContentsI. Introduction

Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Footlocker Use – Some Advice for Instructors . . . . . . . . . . . . . . . . . . . . . . . . . .6

Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

MHS Educational Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Primary Sources and How to Use Them . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Standards and Skills for From Traps To Caps: The Montana Fur Trade . . . . . .20

II. Background InformationHistorical Narrative for Fourth Graders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Historical Narrative for Instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Outline for Classroom Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Vocabulary List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Amazing Montanans—Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

III. LessonsLesson 1: Trading with the Traders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Lesson 2: Mighty Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Lesson 3: Keeping Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Lesson 4: Killing Buffalo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson 5: Rendezvous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Lesson 6: Dressed for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

IV. Resources and Reference MaterialsWorksheets and Independent Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

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Borrower: ___________________________________________ Booking Period: ____________________

The borrower is responsible for the safe use of the footlocker and all its contents during thedesignated booking period. Replacement and/or repair for any lost items and/or damage (otherthan normal wear and tear) to the footlocker and its contents while in the borrower’s care will becharged to the borrower’s school. Please have an adult complete the footlocker inventorychecklist below, both when you receive the footlocker and when you repack it forshipping, to ensure that all of the contents are intact. After you inventory the footlockerfor shipping to the next location, please mail or fax this completed form to the Education Office.

1 Capote – long,hooded coat

1 Metis sash

1 Fur cap

1 Piece of a trade blanket

1 Tin containing flintand steel, charcloth,tinder

1 Small beaded bag

1 Blanket pouch with 3 lead balls

1 Trap

5 Fur samples: coyote, beaver, ermine(weasel), fox, buffalo

1 mounted skinning knife

Inventory

ITEM BEFORE AFTER CONDITION OF ITEM MHSUSE USE USE

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ITEM BEFORE AFTER CONDITION OF ITEM MHSUSE USE USE

1 Card of trade beads

1 Clay pipe

1 Wooden scent bottle

11 Historic photographs

1 Print of C.M. Russell’s Free Trapper

User Guide

2 Padlocks

From Traps to Caps: The Montana Fur TradeInventory (continued)

Education Office, Montana Historical Society, PO Box 201201, Helena, MT 59620-1201 Fax: 406-444-2696, Phone: 406-444-9553, [email protected]

Inventory completed by Date

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Footlocker Contents

(continued)

Left: Capote, MetisSash, Fur Hat

Below: Trap, Clay Pipe, Skinning Knife, Scent Bottle, Blanket Pouchwith Lead Balls, Tin Containing Fire Starting Materials

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From Traps to Caps: The Montana Fur TradeFootlocker Contents (continued)

Right: C.M. Russell’sFree Trapper,Trade Blanket,Beaded Bag,Trade Bead Card

Below: Fox, Beaver, Coyote, Buffalo, Ermine

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Footlocker Use–Some Advice for Instructors

How do I make the best use of thefootlocker? In this User Guide you will find many toolsfor teaching with objects and primary sources.We have included teacher and student levelnarratives, as well as a classroom outline, toprovide you with background knowledge onthe topic. In section one there are introductoryworksheets on how to look at/read maps,primary documents, photographs, and artifacts.These will provide you and your studentsvaluable tools for future study. Section threecontains lesson plans for exploration of thetopic in your classroom—these lessons utilizethe objects, photographs, and documents inthe footlocker. The “Resources andReference Materials” section contains shortactivities and further exploration activities, aswell as bibliographies.

What do I do when I receive the footlocker? IMMEDIATELY upon receiving thefootlocker, take an inventory form from theenvelope inside and inventory the contents inthe “before use” column. Save the form foryour “after use” inventory. This helps uskeep track of the items in the footlockers,and enables us to trace back and find wherean item might have been lost.

What do I do when it is time to sendthe footlocker on to the next person?Carefully inventory all of the items again asyou put them in the footlocker. If any itemsshow up missing or broken at the next site,your school will be charged for the item(s).Send the inventory form back to:

Education Office, Montana Historical Society,Box 201201, Helena, MT 59620-1201 orfax at (406) 444-2696.

Who do I send the footlocker to?At the beginning of the month you received aconfirmation form from the Education Office.On that form you will find information aboutto whom to send the footlocker, with amailing label to affix to the top of thefootlocker. Please insure the footlocker for$1000 with UPS (we recommend UPS, asthey are easier and more reliable then the USPostal Service) when you mail it. This makescertain that if the footlocker is lost on its wayto the next school, UPS will pay for it andnot your school.

What do I do if something is missingor broken when the footlockerarrives, or is missing or brokenwhen it leaves my classroom? If an item is missing or broken when youinitially inventory the footlocker, CONTACTUS IMMEDIATELY (406-444-4789), inaddition to sending us the completed (beforeand after use) inventory form. This allows usto track down the missing item. It may alsorelease your school from the responsibility ofpaying to replace a missing item. Ifsomething is broken during its time in yourclassroom, please call us and let us know sothat we can have you send us the item forrepair. If an item turns up missing when youinventory before sending it on, please searchyour classroom. If you cannot find it, yourschool will be charged for the missing item.

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Footlocker Evaluation Form____________________________________________________________ ______________________Evaluator’s Name Footlocker Name

____________________________________________________________ ______________________School Name Phone

___________________________________________ ________________ ______________________Address City Zip Code

1. How did you use the material? (choose all that apply)■■ School-wide exhibit ■■ Classroom exhibit ■■ “Hands-on” classroom discussion

■■ Supplement to curriculum ■■ Other___________________________________________

2. How would you describe the audience/viewer? (choose all that apply)■■ Pre-school students ■■ Grade school—Grade____ ■■ High school—Grade____

■■ College students ■■ Seniors ■■ Mixed groups ■■ Special interest

■■ Other____________________________________________________________________________

2a. How many people viewed/used the footlocker?______

3. Which of the footlocker materials were most engaging?■■ Artifacts ■■ Documents ■■ Photographs ■■ Lessons ■■ Video

■■ Audio Cassette ■■ Books ■■ Slides ■■ Other______________________

4. Which of the User Guide materials were most useful?■■ Narratives ■■ Lessons ■■ Resource Materials ■■ Biographies/Vocabulary■■ Other____________________________________________________________________________

5. How many class periods did you devote to using the footlocker?■■ 1-3 ■■ 4-6 ■■ More than 6 ■■ Other________

6. What activities or materials would you like to see added to this footlocker?

_____________________________________________________________________________

_____________________________________________________________________________

(continued)

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7. Would you request this footlocker again? If not, why?

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8. What subject areas do you think should be addressed in future footlockers?

_____________________________________________________________________________

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9. What were the least useful aspects of the footlocker/User Guide?

_____________________________________________________________________________

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10. Other comments.

_____________________________________________________________________________

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From Traps to Caps: The Montana Fur TradeFootlocker Evaluation Form (continued)

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Montana Historical Society Educational ResourcesFootlockers, Slides, and Videos

FootlockersStones and Bones: Prehistoric Tools from Montana’s Past— Explores Montana'sprehistory and archaeology through a study of reproduction stone and bone tools. Contains castsand reproductions from the Anzick collection.

Daily Life on the Plains: 1820-1900— Developed by Montana Fish, Wildlife, and Parks, thisfootlocker includes items used by American Indians, such as a painted deerskin robe, parfleche,war regalia case, shield, Indian games, and many creative and educational curriculum materials.

Discover the Corps of Discovery: The Lewis and Clark Expedition in Montana—Investigates the Corps’ journey through Montana and their encounters with American Indians.Includes a Grizzly hide, trade goods, books, and more!

Cavalry and Infantry: The U.S. Military on the Montana Frontier— Illustrates thefunction of the U. S. military and the life of an enlisted man on Montana’s frontier, 1860 to1890.

From Traps to Caps: The Montana Fur Trade— Gives students a glimpse at how furtraders, 1810-1860, lived and made their living along the creeks and valleys of Montana.

Inside and Outside the Home: Homesteading in Montana 1900-1920— Focuses on thethousands of people who came to Montana’s plains in the early 20th century in hope of make aliving through dry-land farming.

Prehistoric Life in Montana— Explores Montana prehistory and archaeology through a studyof the Pictograph Cave prehistoric site.

Gold, Silver, and Coal—Oh My!: Mining Montana’s Wealth— Lets students consider whatdrew so many people to Montana in the 19th century and how the mining industry developedand declined.

Coming to Montana: Immigrants from Around the World— Montana, not unlike the restof America, is a land of immigrants, people who came from all over the world in search of theirfortunes and a better way of life. This footlocker showcases the culture, countries, traditions,and foodways of these immigrants through reproduction artifacts, clothing, toys, and activities.

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Montana Indians: 1860-1920— Continues the story of Montana’s First People during thetime when miners, ranchers, and the military came West and conflicted with the Indians’traditional ways of life.

Woolies and Whinnies: The Sheep and Cattle Industry in Montana—Looks at thefascinating stories of cattle, horse, and sheep ranching in Montana from 1870 to 1920.

The Cowboy Artist: A View of Montana History— Over 40 Charles M. Russell prints, aslide show, cowboy songs, and hands-on artifacts are used as a window into Montana history.Lessons discuss Russell’s art and how he interpreted aspects of Montana history, including theLewis and Clark expedition, cowboy and western life, and Montana’s Indians. Students will learnart appreciation skills and learn how to interpret paintings, in addition to creating their ownmasterpieces on Montana history topics.

The Treasure Chest: A Look at the Montana State Symbols—The Grizzly Bear, CutthroatTrout, Bitterroot, and all of the other state’s symbols are an important connection to Montana’shistory. This footlocker will provide students the opportunity to explore hands-on educationalactivities to gain a greater appreciation of our state’s symbols and their meanings.

Lifeways of Montana’s First People—Contains reproduction artifacts and contemporaryAmerican Indian objects, as well as lessons that focus on the lifeways of the five tribes (Salish,Blackfeet, Nez Perce, Shoshone, and Crow) who utilized the land we now know as Montana inthe years around 1800. Lessons will focus on aspects of the tribes’ lifeways prior to the Corpsof Discovery’s expedition, and an encounter with the Corps.

East Meets West: The Chinese Experience in Montana— The Chinese were one of thelargest groups of immigrants that flocked in to Montana during the 1800s in search of gold,however only a few remain today. Lessons explore who came to Montana and why, the customsthat they brought with them to America, how they contributed to Montana communities, andwhy they left.

Architecture: It’s All Around You— In every town and city, Montana is rich in historicarchitecture. This footlocker explores the different architectural styles and elements of buildings,including barns, grain elevators, railroad stations, houses, and stores, plus ways in which we cankeep those buildings around for future generations.

Tools of the Trade: Montana Industry and Technology— Explores the evolution of toolsand technology in Montana from the 1600’s to the present. Includes reproduction artifacts thatrepresent tools from various trades, including: the timber and mining industries, fur trapping,railroad, ranching and farming, and the tourism industry.

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From Traps to Caps: The Montana Fur TradeEducational Resources Footlockers, Slides, and Videos (continued)

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SLIDESChildren in Montana— presents life in Montana during the late 1800s and early 1900sthrough images of children and their written reminiscences.

Fight for Statehood and Montana’s Capital— outlines how Montana struggled to become astate and to select its capital city.

Frontier Towns— illustrates the development, character, and design of early Montanacommunities.

Jeannette Rankin: Woman of Peace— presents the life and political influence of the firstwoman elected to Congress.

Native Americans Lose Their Lands— examines the painful transition for native peoples toreservations.

Power Politics in Montana— covers the period of 1889 to the First World War whenMontana politics were influenced most by the copper industry.

The Depression in Montana— examines the impact of the Depression and the federalresponse to the Depression in Montana.

The Energy Industry— discusses the history and future of the energy industry in Montana.

Transportation— describes how people traveled in each era of Montana’s development andwhy transportation has so influenced our history.

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VIDEOS Capitol Restoration Video— shows the history, art, and architecture of Montana's StateCapitol prior to the 1999 restoration. Created by students at Capital High School in Helena.

“I’ll ride that horse!” Montana Women Bronc Riders— Montana is the home of a richtradition of women bronc riders who learned to rope, break, and ride wild horses. Their skilland daring as horsewomen easily led to riding broncs on rodeo circuits around the world. Listento some to the fascinating women tell their inspiring stories.

Montana: 1492— Montana's Native Americans describe the lifeways of their early ancestors.

People of the Hearth— features the role of the hearth in the lives of southwestern Montana'sPaleoindians.

Russell and His Work— depicts the life and art of Montana’s cowboy artist, Charles M.Russell.

The Sheepeaters: Keepers of the Past— When the first white men visited Yellowstone in theearly nineteenth century, a group of reclusive Shoshone-speaking Indians known as theSheepeaters inhabited the Plateau. They had neither guns nor horses and lived a stone-agelifestyle, hunting Rocky Mountain Bighorn sheep for food and clothing. Modern archaeologyand anthropology along with firsthand accounts of trappers and explorers help to tell the storyof the Sheepeaters.

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Primary Sources and How to Use Them

The Montana Historical Society Education Office has prepared a series of worksheets tointroduce you and your students to the techniques of investigating historical items: artifacts,documents, maps, and photographs. The worksheets introduce students to the common practiceof using artifacts, documents, maps, and photographs to reveal historical information. Throughthe use of these worksheets, students will acquire skills that will help them better understand thelessons in the User Guide. Students will also be able to take these skills with them to futurelearning, i.e. research and museum visits. These worksheets help unveil the secrets of artifacts,documents, maps, and photographs.

See the examples below for insight into using theseworksheets.

ArtifactsPictured at left is an elk-handled spoon, one of 50,000 artifactspreserved by the Montana Historical Society Museum. Here are somethings we can decipher just by observing it: It was hand-carved from ananimal horn. It looks very delicate.

From these observations, we might conclude that the spoon wasprobably not for everyday use, but for special occasions. Furtherresearch has told us that it was made by a Sioux Indian around 1900.This artifact tells us that the Sioux people carved ornamental items, theyused spoons, and they had a spiritual relationship with elk.

PhotographsThis photograph is one of 350,000 in the MontanaHistorical Society Photographic Archives. After looking atthe photograph, some of the small “secrets” that we canfind in it include: the shadow of the photographer, therough fence in the background, the belt on the woman’sskirt, and the English-style riding saddle.

Questions that might be asked of the woman in the photoare: Does it take a lot of balance to stand on a horse, is ithard? Was it a hot day? Why are you using an English-style riding saddle?

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From Traps to Caps: The Montana Fur TradePrimary Sources and How to Use Them (continued)

Documents

This document is part of the MontanaHistorical Society’s archival collection.Reading the document can give us a lot ofinformation: It is an oath pledging to catchthieves. It was signed by 23 men inDecember of 1863. It mentions secrecy, soobviously this document was only meant tobe read by the signers.

Further investigation tell us that this is theoriginal Vigilante Oath signed by the VirginiaCity Vigilantes in 1863. The two things thisdocument tell us about life in Montana in the1860s are: there were lots of thieves inVirginia City and that traditional lawenforcement was not enough, so citizens tookto vigilance to clean up their community.

MapsThis map is part of the map collection of the Library of Congress. Information that can begathered from observing the map includes: The subject of the map is the northwestern region ofthe United States—west of the Mississippi River. The map is dated 1810 and was drawn byWilliam Clark. The three things that are important about this map are: it shows that there is noall-water route to the Pacific Ocean, it documents the Rocky Mountains, and it shows the manytributaries of the Missouri River.

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How to Look at an Artifact(Adapted from the National Archives and Records Administration Artifact Analysis Worksheet.)

Artifact: An object produced or shaped by human workmanship of archaeological orhistorical interest.

1. What materials were used to make this artifact?

■■ Bone

■■ Pottery

■■ Metal

■■ Wood

■■ Stone

■■ Leather

■■ Glass

■■ Paper

■■ Cardboard

■■ Cotton

■■ Plastic

2. Describe how it looks and feels:

Shape ____________________________________

Color _____________________________________

Texture ___________________________________

Size ______________________________________

Weight____________________________________

Moveable Parts ____________________________

Anything written, printed, or stamped on it

__________________________________________

■■ Other_______________________

Draw and color pictures of the object from the top, bottom, and side views.

Top Bottom Side

(continued)

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From Traps to Caps: The Montana Fur TradeHow to Look at an Artifact (continued)

3. Uses of the Artifacts.

A. How was this artifact used? __________________________________________________________

B. Who might have used it?_____________________________________________________________

C. When might it have been used?_______________________________________________________

D. Can you name a similar item used today? _____________________________________________

4. Sketch the object you listed in question 3.D.

5. Classroom DiscussionA. What does the artifact tell us about technology of the time in which it was

made and used?

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____________________________________________________________________________________

B. What does the artifact tell us about the life and times of the people who made and used it?

____________________________________________________________________________________

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How to Look at a Photograph(Adapted from the National Archives and Records Administration Photograph Analysis Worksheet.)

Photograph: an image recorded by a camera and reproduced on a photosensitive surface.

1. Spend some time looking at the whole photograph. Now look at the smallest thing in the photograph that you can find.

What secrets do you see? ____________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Can you find people, objects, or activities in the photograph? List them below.

People _____________________________________________________________________________

____________________________________________________________________________________

Objects_____________________________________________________________________________

____________________________________________________________________________________

Activities ___________________________________________________________________________

____________________________________________________________________________________

3. What questions would you like to ask of one of the people in the photograph?

____________________________________________________________________________________

____________________________________________________________________________________

4. Where could you find the answers to your questions?

____________________________________________________________________________________

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■■ Stamps

■■ Other _________________________

■■ Letterhead

■■ Handwriting

■■ Typed Letters

■■ Seal

2. Which of the following is on the document:

How to Look at a Written Document(Adapted from the National Archives and Records Administration Written Analysis Worksheet.)

Document: A written paper bearing the original, official, or legal form of something and which can beused to furnish decisive evidence or information.

1. Type of document:

■■ Newspaper

■■ Letter

■■ Patent

■■ Journal

■■ Map

■■ Telegram

■■ Press Release

■■ Advertisement

■■ Diary

■■ Census Record

■■ Other__________________________

3. Date or dates of document: ________________________________________________

4. Author or creator:__________________________________________________________

5. Who was supposed to read the document? ________________________________

_____________________________________________________________________________

6. List two things the author said that you think are important:

1. __________________________________________________________________________

2. __________________________________________________________________________

7. List two things this document tells you about life in Montana at the

time it was written:

1. __________________________________________________________________________

2. __________________________________________________________________________

8. Write a question to the author left unanswered by the document:

_____________________________________________________________________________

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How to Look at a Map(Adapted from the National Archives and Records Administration Map Analysis Worksheet.)

Map: A representation of a region of the earth or stars.

1. What is the subject of the map?

3. Date of map: _______________________________________________________________

4. Mapmaker: _________________________________________________________________

5. Where was the map made: _________________________________________________

6. List three things on this map that you think are important: ______________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

7. Why do you think this map was drawn? ___________________________________

_____________________________________________________________________________

8. Write a question to the mapmaker that is left unanswered by the map.

_____________________________________________________________________________

■■ Compass

■■ Date

■■ Notes

■■ Scale

■■ Key

■■ Title

■■ Name of mapmaker

■■ Other ______________________________

2. Which of the following items is on the map?

■■ River

■■ Prairie

■■ Stars/Sky

■■ Town

■■ Mountains

■■ Other ________________________________

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Standards and Skills

State 4th Grade Social Studies Standards

Lesson Number: 1 2 3 4 5 6

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Students access, synthesize, and evaluateinformation to communicate and apply socialstudies knowledge to real world situations.

Students analyze how people create and changestructures of power, authority, and governanceto understand the operation of government andto demonstrate civic responsibility.

Students apply geographic knowledge and skill(e.g., location, place, human/environmentinteractions, movement, and regions).

Students demonstrate an understanding of theeffects of time, continuity, and change onhistorical and future perspectives andrelationships.

Students make informed decisions based on anunderstanding of the economic principles ofproduction, distribution, exchange, andconsumption.

Students demonstrate an understanding of theimpact of human interaction and culturaldiversity on societies.

(continued)

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Skill Areas

Lesson Number: 1 2 3 4 5 6

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Using primary documents

Using objects

Using photographs

Art

Science

Math

Reading/writing

Map Skills

Drama, performance, re-creation

Group work

Research

Music

Bodily/Kinesthetic

Field Trip

From Traps to Caps: The Montana Fur TradeStandards and Skills (continued)

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First PeopleNo one really knows who the first whitepeople were to enter the area we now callMontana. We do know that lots of Indiansalready lived in the mountains and plains,hunting, gathering and raising families.Explorers from the East came looking for thelong river about which Indians talked. Theyhoped to find a water route that wouldconnect the eastern colonies with the westcoast.

Explorers of the WestLouis and Francois de La Verendrye mayhave been the first Europeans to exploreparts of Montana. They came close to theBig Horn Mountains and visited with theCrow Indians in 1743. Sixty years laterAmericans acquired the Louisiana Purchasethat included Montana andmany other lands. ThomasJefferson was anxious for theland to be explored andclaimed for the United States.Jefferson hired MeriwetherLewis and William Clark tolead an expedition to thisnew country in 1804.

Fur TradeWhen Lewis and Clarkreturned to St. Louis in1806, they had manywonderful stories to tell.Trappers and traders wereexcited to learn about thewealth of fur-bearing animalsin the West. British tradersalso rushed to the area tohunt furs.

Why were the traders so interested in beaver?Fashion! In Europe and in the East,fashionable men wore beaver skin hats. Theywere not usually furry or fuzzy like a beaver;the hats were sleek and shiny. Furriersshaved the pelt, leaving a very soft, velvetylayer.

Trappers and TradersCompeting fur companies hired men to trapbeaver and other animals. The men oftenworked by themselves, hiding traps in coldmountain streams, and returning later tocollect the animals. Trappers skinned theanimals, stretched and dried the pelts, andcarried them on horseback to the nearest post.

For fun, to trade, and for companionship,trappers and traders gathered in the summerto “rendezvous” with other mountain men.

Historical Narrative for Fourth Graders

The Interior of the Hut of a Mandan Chief, Aquatint with engraving,Karl Bodmer, artist (1809-1893).

continued

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They talked, ate, danced, sang and sharedinformation about the bounty and geographyof the area.

End of an EraBy 1840 the beaver hat was no longerpopular. Sadly, the trapping of beaver wasso successful that few beaver survived. Thefur trade continued as trappers huntedbuffalo. Many Europeans and Americansvalued the skins of these large, woollyanimals. Native people also depended upon

the buffalo for food and other resources, notjust the hides.

The Indians had reasons to mistrust the newpeople coming West. The white peopleintroduced the Indians to liquor. Whites alsobrought deadly diseases to the tribes, killingthousands of native people. By 1860 Indiansgrew restless and angry with the largenumbers of white people coming throughtheir hunting lands. The end of the fur tradeera was the beginning of many difficultiesbetween whites and Montana’s native people.

Beaver Hut on the Missouri, Karl Bodmer (1809-1893).

From Traps to Caps: The Montana Fur TradeHistorical Narrative for Fourth Graders (continued)

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The history of fur trade in Montana is a scant50 years. And yet the period is loaded withfable, myth and gigantic stories of theincredible feats and deeds of extraordinarymen, or so it seems. By now the stories ofthe rise in popularity of the beaver skin hatand the resultant feverish search for thebeaver is well known. The trade broughtmen from far away to the Rocky MountainWest.

They came as early as the 1740’s, looking atfirst for a major water route across thecontinent. Trappers and traders fromCanada explored regions west of thecontinental divide. Framed in a wildernesssetting, this was a highly competitive andextractive business with overtones of intenseinternational rivalry. Lewis and Clark’sexpedition affirmed the need for Americanenterprise in the western fur business. Andso it came about.

Trapping and trading methods variedaccording to the habits of the company.Some employed Indian trappers, or freetrappers. They were usually solitary menwho set traps and prepared skins to betraded at posts scattered throughout theWest. The Rendezvous was a celebrativetime when these mythic men could gather toexchange information, goods, and share food,

drink and music. By 1840 the popularity ofthe beaver hat waned, and in its place grewan interest and demand for buffalo robes.

The fur trade era was extremely hard on theenvironment and on the native cultures thatcame into contact with these visitors. Thebeaver was nearly exterminated, and deadlydiseases were brought unknowingly to theisolated Indian tribes. Alcohol found its wayinto the hands of many tribes as barteringtools, and the intoxicating effects layMontana’s first people in ruin. It is not aproud heritage.

The fur trade introduced white cultures to anew land. Not only did trappers and tradersply their craft, they mapped and trekkedthroughout the area, rediscovering trails andtrade routes used for centuries by Indians.

River travel, necessitated by thetransportation of buffalo robes and other fursin the 1850’s, rehearsed a later adventurewhen white visitors returned, this timelooking for gold. The exploitation andextraction of Montana’s rich natural resourcesgets played again and again in the history ofthis area. Meanwhile the rest of the nationbecame very curious about all that had beenreported from this mysterious place

Historical Narrative for Instructors

— 25 —


I. Early Fur Trade Era

A. What did Lewis and Clark notice during their expedition?1. Indian tribes2. many fur-bearing animals

B. Why was their interest in animals for their furs?1. fashion2. not used for meat

C. What animals did they look for?1. mostly beaver2. ermine, lynx, bobcat, mountain lion, buffalo

II. Fur Trade Companies in Montana

A. Why did the Hudson’s Bay Company come to Montana?1. search for the Northwest Passage2. mapping claim to land ownership3. search for furs

B. How did the North West Company form?1. disenchanted trappers and traders2. distant from Montreal

C. Were there any American companies?1. Rocky Mountain Fur Company and American Fur Company2. John Jacob Astor

a. free trappersb. rendezvous

III. The Mountain Man

A. Who wanted to be a Mountain Man?1. lonely life2. traveled and hunted in remote areas3. important to be friendly with Indians

B. What did they wear?1. Indian influences2. materials found naturally, rather than from stores

C. What tools and equipment were necessary?1. knives, traps and scents2. guns and pack animals3. water transportation

(continued)

Outline for Classroom Presentation

— 26 —

IV. Impact of the Fur Trade Era

A. What happened to the Mountain Men?1. fashion changed2. Indians were less cooperative3. diseases spread quickly through Indian camps4. nation became more familiar with vast western territories

B. After the interest in fur bearing animals ended, what brought more people west?1. buffalo trade and Indian policy2. discovery of gold

From Traps to Caps: The Montana Fur TradeOutline for Classroom Presentation (continued)

— 27 —


Beaver – a large rodent that lives in and outof the water. The beaver has webbed hindfeet and a large, flat tail and builds damsand underwater lodges. Fur trappers valuedbeaver pelts.

Buffalo Robe – a blanket made from thefull hide of a buffalo, tanned with the hairstill on it in order to give extra warmth.

Canoe – a long, light boat with curved sidesusually paddled by hand.

Furrier – a person who makes, repairs,alters or cleans fur garments.

Fur Trader – a person whose business isbuying furs and selling them to merchants ata higher price.

Fur Trapper – a person who catches fur-bearing animals with a trap; trappers usuallydo not shoot an animal because the arrow orbullet hole would damage the precious pelt.

Hide – the skin of an animal.

Journal – a written account of day-to-dayevents.

Louisiana Purchase – President ThomasJefferson purchased land from France for$12 million; it included land from the Gulfof Mexico to the Rocky Mountains and thelength of the Missouri River. Lewis andClark explored the land within the LouisianaPurchase.

Pelt – the skin of an animal with the fur stillon it.

Rendezvous – a place where trappers andtraders would meet. They would exchangeinformation and furs, talk, eat, dance andsing for a few days before returning to themountains.

Trap – usually made of metal, a trap wouldcapture an animal and spring shut veryquickly. Trappers would bait the trap withgood smelling oil or food that would attractthe animal they wanted to capture.

Water Route – early explorers hoped tofind a long river or series of rivers that couldtransport people from the east coast to thewest coast by boat. The Rocky Mountainsstand in the way of a river route.

Vocabulary List

— 28 —


I am not famous like myhusband, AlexanderCulbertson. He workedfor Pierre Chouteau, thefur trade businessmanfrom St. Louis. Mr.Chouteau hired myhusband to run theoperation at Ft. Union.That was many miles fromthe big city of St. Louis.At Ft. Union, Indians,trappers and tradersbrought furs to the post.They were paid, and thefurs went by boat south tothe cities and finally intothe hands of wealthywhites. My husband wasvery good at what he did.He made lots of moneyfor his boss, Mr.Chouteau. My husband was smart and fair toall people, including my people - theBlackfeet Indians.

It was often the custom of fur trappers andtraders to live with native peoples. Whitetrappers married Indian women. Theirchildren and their children’s children werecalled “Metis”, or mixed blood. These Indianand white marriages were often businessdeals: the Indian woman and her familycould help the trapper learn the ways of thevast mountain regions. In exchange thetrapper provided his new family with food,blankets and protection.

This was my situation. My Blackfeet familywas helpful to Alexander, and we werepartners. Alexander and I were also familyand lived together for many years. I learned

his language and customs, and I entertainedhis friends at the fort. We had childrentogether. Later in life when we were olderand found that the fur trade was too hard forus, we moved to Illinois and lived in a smallhouse.

White people in the city were not always kindto me. They made fun of the way I lookedand dressed. They told stories of how I wouldset a tipi in our front yard and sleep in it. Itwas true. I missed my Montana home.

Alexander and I were married for forty years.Near the end we returned to Montana. Ijoined my people in Canada, and Alexanderwent south to live with our daughter. I amburied where my life began, where themountains rise to the moon, and the wolvesbay at the light.

Amazing Montanans—Biographies

Natawista Ixsana

Major and Mrs. Alexander Culbertson and son Joe, circa 1863.

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Lesson 1: Trading with Traders

Pre-Lesson PreparationDuring the fur trade era in Montana, trappers and traders reliedupon the expertise and guidance of native people. White mendepended upon Indians for information about the land, water,friendly tribes and locations of fur bearing animals. In exchangefor their knowledge and work, Indians received goods such asblankets, food, iron tools and utensils, beads and other decorativepieces. Some historians think that the trade was not equal,believing the Indians provided very valuable services forcomparatively little compensation. The transparency providesdetails of an account written in 1869 by a Hudson’s Bay Companyclerk in Fort Shepherd (Canada). From it you will note the namesof Indians working for the fort, the amount of money they owed,and some remarks about how the money was repaid.

Procedure1. Discuss with your students the role of Indians in the fur trade.

Show some of the footlocker objects that illustrate theinfluence of native cultures.

2. Refer to the Russell painting of the “Free Trapper.” Thenproject the image of the ledger. Help your students read thechart from left to right, noting names, amounts and remarks.

Discussion Questions1. Which of these names is most unusual to you? Which of these

names is common? Why doesn’t everyone have a last name?

2. Who owes the most money? After completing some work atFort Shepherd in 1870, A. Louis paid $14.00. How muchmore did he owe?

Further Exploration• Research the Hudson’s Bay Company. Locate Fort Shepherd.

Be prepared to discuss why these Indians owed money to thecompany. What kinds of things did they purchase? How haveprices for goods changed since 1869? A soldier earnedapproximately $50 a month in the U.S. Infantry in the 1860’s.Based on that wage a debt of $143.50 would be difficult torepay. How could an Indian repay such a debt?

ObjectivesAt the conclusion of thislesson students will beable to:

• describe how Indiansworked for furtraders;

• read and decode acopy of a ledger keptby fur trade clerks inthe nineteenthcentury;

• describe how Indiancultures influencedEuro-Americantraders and trappers.

Time15 minutes

Materials• Footlocker Materials:

bead card, beadedbag, blanket, print ofFree Trapper

• User Guide Materials:transparency of “Listof OutstandingIndian Debts at FortShepherd”

• Teacher ProvidedMaterials: equipmentto projecttransparency

— 30 —


ObjectiveAt the conclusion of thislesson students will be ableto:

• reproduce a medicinebag like those carriedby fur trappers;

• discuss the uses of thebag;

• discuss items valued forspiritual or medicinalpower.

Time45 minutes

Materials • Footlocker Materials:

beaded bag

• User Guide Materials:pattern of medicine bag

• Teacher ProvidedMaterials: copies ofmedicine bag pattern; 81/2” x 11” brown craftpaper or other suitablematerial such as leather,brown oil cloth, contactpaper with the backingintact; paper punch; tincones (if available);colored beads; one 36-inch long lace perstudent; and one six-inch lace per student

Pre-Lesson PreparationBecause fur trappers worked very closely with native people,they learned much about the land, animals and environmentof the West from Indian partners. The trappers adaptedmany customs and clothing styles practiced or worn byIndians. Leather pants, fur hats and buffalo coats made a lotof sense when living and hunting in the mountains. Evenitems such as pouches, necklaces or footwear reflected Indiandesigns. Trappers also borrowed food ways, spiritual customsand medicines. The medicine bag may not have held actualmedicine, but stones, bits of fur, feathers or other naturalitems that came to symbolize power or health or goodhunting.

Procedure1. Make copies of the medicine bag pattern on heavy

paper. Instruct your class to cut out the pattern andtrace the design on materials provided.

2. If using paper, students may want to color a design onthe flattened piece.

3. Using a paper punch, cut 16 holes as indicated on thepattern.

4. Fold the bag on the fold line, smooth side out. Be sureto line up the holes. There should be 8 holes showing.

5. Using the long lace make a knot about 4 inches up fromone end only. Thread 1 cone and 4 beads, pulling thecone over the knot.

6. Beginning at the bottom of one side of the bag, threadthe long end of the lace through all 8 holes, pulling lacethrough until the knot touches the bottom edge of thebag. Allow enough lace to go over your head and beginlacing the other side of the bag. When you havefinished lacing the holes on the other side of the bag,the bottom length should also be 4 inches.

7. String 4 more colored beads onto the end of the laceadding the cone last. Tie a knot and slide the cone overthe knot.

8. The 6-inch lace goes though the 2 holes in the front ofthe bag and then through the flap holes. Tie securely tokeep the lucky medicine safe.

Lesson 2: Mighty Medicine

(continued)

— 31 —

From Traps to Caps: The Montana Fur TradeLesson 2: Mighty Medicine (continued)

Discussion Questions: 1. If you were a trapper, what kinds of things would you

place in your medicine bag? Describe how each item isspecial and how it came to be “big medicine” for you. Ifyou were a warrior in your tribe, or a hunter, or awoman who gave birth to healthy babies, do you thinkyou would tell others about your “big medicine”? Whyor why not?

Further Exploration• When white people came to live among the Indians, they

brought with them diseases that had not been known tothe Indians before. Small pox, a deadly virus that washighly contagious, killed thousands of Indians anddestroyed once mighty cultures. Research the causes ofsmall pox. Find out what happened to people who wereexposed to it. Discover if the disease is still commontoday. How has modern society controlled the virus? Isit something to worry about today?

— 32 —


— 33 —


Lesson 3: Keeping Journals

Pre-Lesson PreparationThe work of a clerk at an early fur trade post required goodpenmanship and careful attention to detail. The excerptprovided comes from a hand-written journal kept at FortEdmonton (Alberta, Canada) in the winter, 1856. (A researcherlater retyped the journal.) In it the nameless clerk keeps dailytrack of weather, tasks performed and occasionally anaccounting of the trade items brought in to the post. AHudson’s Bay Company employee kept these records, and theoriginal is preserved in their archives. The Montana HistoricalSociety retains a copy of the typed translation.

Procedure1. Distribute copies of the journal to your students. Explain

why the journal was retyped and where the notes were kept.Read together portions of the journal. Help your studentsbecome aware of the characteristics of a journal: dates,weather, short phrases.

2. Look at the map to locate Edmonton and its proximity toMontana. Once you have reviewed the questions below, askyour students to keep a journal for one week. Remind themto be concise, date their entries, note the weather, and add afew lines about what they did that day in school.Illustrations and covers will add to the project.

3. At the conclusion of one week of journaling, ask students toread aloud portions of their journal, and compare them onewith another. They will probably notice that while there aresimilarities, there are also differences. The same is true withan archival document. Historians cannot always assume theinformation will be accurate because journaling is verysubjective and personal.

Discussion Questions1. What is the date of this journal? What do you notice about

the first sentence of each journal entry? Why would the clerkkeep track of the weather?

2. How do the men at this post keep busy? What are some ofthe jobs that they do?

ObjectiveAt the conclusion of thislesson students will beable to:

• interpret an historicjournal kept duringthe fur trade era;

• create one of theirown.

Time15 minutes each day forfive days

Materials • Footlocker Materials:

fur samples and trap

• User GuideMaterials: journalexcerpt from Ft.Edmonton, Alberta,1856

• Teacher ProvidedMaterials: copies ofjournal for eachstudent and map ofNorth America

(continued)

— 34 —

3. What furs came from Ft. Assiniboine? How many furswere there altogether? Can you locate any of the samefurs in the footlocker?

4. What happened to Mrs. Galehoe? What did the trappersdo with horses?

Further Exploration• Find illustrations of the animals listed in the journal. Are

any of these animals extinct? Look at the journals ofLewis and Clark. Why did they keep journals? How arethey similar to the one kept by the Hudson’s Bay clerk?How are they different? Illustrate your personal journalwith careful drawings like Lewis and Clark. Select acommon object, like a pencil, and draw it so that peoplehundreds of years from now will know something aboutan object that you used.

From Traps to Caps: The Montana Fur TradeLesson 3: Keeping Journals (continued)

— 35 —


Sunday 20th

Overcast rather cold. Wind north. Wardbrought some more horses for thepurpose of being sent to the plains formeat.

Monday 21st

No change in the weather. This morningAlexis Hault and 8 men with 36 horseswere sent to the hunter’s camp for meat.The two carpenters working at the boat.Short and son sawing boards. Harroldand Soudie sawing crooked timber.Blacksmith at his trade. Bourgard wassent for some birch wood. Beauchaineand Raymond hauling cordwood. Rosswith an ox hauling hay. Olivier finishingthe inside of the new store. Cooks andcattle keeper as usual. George Ward andsons looking after horses. Finlay Munrofinished the large tubs.

Tuesday 22nd

Dense fog in the morning, cleared uptowards noon. Bourgard and the twoShorts began to take up the ice for theice house. The Blacksmith making aportable sheet iron stove for the lightboat. Munro making wash tubs. AlexisNault and William Ward returned latelast night having come in quest of two ofthe horses which sneaked off the track asthey were going out and found their wayhome. Took their departure early thismorning to rejoin their partners. Calderarranging the furs in the store. The othermen as yesterday.

Wednesday 23rd

Foggy weather in the morning. Began tosnow towards noon. The peopleoccupied as before. This afternoonAntoine Rennier accompanied by 3 menand with 7 horses arrived from FortAssiniboine, bringing part of the returnsof that place.

Thursday 24th

Cloudy weather --- cold --- wind N. West.Beauchain and Raymond hauling homethe ice with 2 oxen. Munro assistingOlivier putting shelves in the upper endof the new store. Racette working in thestore and arranging the furs receivedfrom Fort Assiniboine, consisting of thefollowing skins, viz, -

27 Black Bears 234 Musquash8 Grey do 5 Otters

5 Brown do 1 Lynx503 Large Beaver 9 Loons

178 Small do 3 Swans2 Fisher 16 Minks

1 Red Fox 3 dressed skins325 Martens ….lbs. castorum

Friday 25th

Clear and cold weather. Racette andMunro arranging the ice in the ice house.Antoine Rennier and his men makingpreparations for taking their departurehomeward in the morning. Martin thecattle keeper hauling hay. The others asusual. The wife of Michael Galehoe wassafely delivered of a boy during last night.

Hudson’s Bay Company Journal—Fort Edmonton, Alberta—January 1856(Montana Historical Society Archives, Small Collection 878 )

— 36 —


Lesson 4: Killing Buffalo

Pre-Lesson PreparationThe hunt for beaver did not last long. By 1850, trappers andtraders were primarily interested in buffalo. Buffalo herdsstretched across the enormous Montana grasslands andplains. Students will have heard stories already of how thebuffalo provided food, shelter, tools and clothing for Indianpeople. To control the mighty herds would be the same ascontrolling the Indians. In fact there were those in themilitary command who advocated the slaughter of buffalo forno particular reason except to control the Indians.

Thousands upon thousands of these animals were killed forsport, for fun; far fewer for their hides or meat. So manywere slaughtered that the herds were very nearly extinct by1900.

A stereopticon view consists of two, identical, side-by-sidephotographs. Cards were viewed through a stereopticon, ahand-held device that is similar to a Viewfinder. If you do nothave one, perhaps the local museum or library may have oneyou can borrow. When viewed through such an aid, thephotograph becomes three-dimensional. Many families at theturn of the century owned a stereopticon viewer and cards. Itwas a form of family entertainment.

Procedure1. Together as a class look at the transparency and

examine the contents of the photograph. Explain toyour students that the original stereopticon view is keptin the Photograph Archives at the Montana HistoricalSociety. You are looking at a copy. Follow thequestions below to help you examine the photograph.

2. When completed, circulate the other photographs andillustrations located in the footlocker and assign teams ofstudents to examine each one. Request that the grouprecorder list the things visible in each photograph orillustration, just as you did as a class when looking at thetransparency.

3. Discuss what you have learned and what you do notknow for certain by looking at the photograph orillustration.

ObjectiveAt the conclusion of thislesson, students will be ableto:

• read a photograph;

• identify thecharacteristics of astereopticon;

• describe thecomplications ofuncontrolled hunting.

Time20 minutes


all photographs; sampleof buffalo hide

• User Guide Materials:transparency ofphotograph

• Teacher ProvidedMaterials: equipmentnecessary to projecttransparency;stereopticon (ifavailable)

— 37 —

From Traps to Caps: The Montana Fur TradeLesson 4: Killing Buffalo (continued)

Discussion Questions:1. What do you see in this photograph? How many buffalo

are lying on the ground? How do you think they werekilled? What is your clue? Can you find an animal thatis alive? What is the title of the photograph?

2. Who published the photograph? Where might thisphotograph been taken and when? What do you think itmeans "Northern Pacific Views"? What was theNorthern Pacific?

3. How does this photograph make you feel? Do you thinkthe photographer wanted you to feel this way?

Further Exploration• The Montana Historical Society possesses thousands of

stereopticon images. Similar to regular formatphotographs, they are a treasure of information and animportant primary resource for those learning aboutMontana history and other topics. Photographersmarketed the stereopticon views to tourists or for thosewho wanted to see the wild west.

• Borrow a stereopticon viewer and some cards. Invitestudents to carefully view a card and describe how theimage is transformed while looking through the viewer.Discuss the entertainment value of the stereopticon andcompare it with the ways the family is entertained today.

— 38 —


Lesson 5: Rendezvous

ObjectiveAt the conclusion of thislesson, students will be ableto:

• describe what goes onat a rendezvous;

• converse through signlanguage;

• demonstrate theirknowledge of the furtrade topic inconversation with theirpeers.

Time20 minutes plus time for acelebration rendezvous


all artifacts andphotographs

• User Guide Materials:sign languageillustration

• Teacher ProvidedMaterial: providespace for campfiresetting

Pre-Lesson PreparationOnce or twice a year fur trappers, traders and Indiansworking with them gathered together to share information,exchange trade items, to celebrate through food, drink anddance. These large gatherings lasted several days. It was away of meeting and talking with people, most of whom hadbeen without company or conversation for many months.

Those involved in the fur trade came from many countriesand cultures, all speaking different languages. Fur trappers,traders and Indians used sign language to communicate.

Procedure:1. Refer to the illustrations of common sign language

terms. Demonstrate each one to your class, andencourage them to practice.

2. Try to construct a sentence with sign. You may want totry some of the suggestions below, or invent your own.Ask students to interpret what it is you have said.

Discussion Questions1. Through sign see if you can demonstrate the following

sentences:

You are my friend.

Let us trade.

I saw many beaver in the stream that runs nearby.

I want to trade one buffalo hide for ten blankets.

The trade is good.

Further Exploration• At the conclusion of your study of the Fur Trade, hold a

"Rendezvous" in your classroom. Prepare open space fora campfire setting or spread a blanket. Invite otherstudents or parents to attend, to view the class projects,to sit around the campfire and to discuss trade. Youmay want to have food, drink and music in keeping withthe fur trade era.

— 39 —


— 40 —


Lesson 6: Dressed for Success

ObjectiveAt the conclusion of thislesson, students will beable to:

• describe thecharacteristics ofclothing worn by furtrappers;

• define the term"Metis”;

• discuss theinfluences of Indianculture on the life-ways of Euro-Americans.

Time30 minutes


capote, sash, furcap, beaded bag

• User GuideMaterials: templatefor making sash

• Teacher ProvidedMaterials: browncraft paper or paperbags, yarn, colormarkers, straightedge and scissors,tape

Pre-Lesson PreparationMany Indians worked closely with trappers and traders. Trappersand traders recognized that their success depended on goodrelationships with the Indians. Some fur trappers married Indianwomen. From these relationships partnerships developed withwhole families. The children born to these unions were called"Metis", or mixed blood. Their customs and traditions were partlyEuropean and partly Indian.

The fur trapper borrowed many traditions from the Indian peoplewith whom he worked and adapted them to suit his needs. Thefur cap kept him warm, repelled snow or rain, and blended inwith the natural environment. The wool capote was warm andeasy to make, and the Metis sash worked just as well as a belt.

Examine the clothing items in the footlocker and discuss each onewith your students. Invite someone to model the clothes. Make asimplified Metis sash by following the directions provided.

Procedure:1. Distribute brown paper sacks to each student. Instruct them

to cut the bag and lay it flat.

2. Measure and mark an eighteen by three-inch strip, then cutit out. Decorate the belt with bright colors, simulating theMetis sash found in the trunk.

3. Wrap the ends with several layers of clear tape, and punch ahole through the ends. Attach three strands of differentcolored yarn through the holes. Students may wear theirMetis sash and adjust the size by tying the yarn.

Discussion Questions:1. Tell me some ways that trappers and traders copied the

Indians? Why are their clothes different from the ones wornby people in the city?

2. Why was it important to stay warm and dry? Whathappened if a trapper became ill in 1850?

3. Who were the Metis?

Further Exploration• Explore with your students the history of the Metis Rebellion

and learn more about Louis Riel. Locate examples of Metismusic. Find an illustration of a Red River cart.

— 41 —


Dressed for Success—Metis Sash

powder horn – brown

capote – blue

cap – the color of fox

leggings – yellow

flintlock – gray

sheath for skinningknife – red

2. Locate the following itemsand color them accordingto the directions:

— 42 —


The Trapper

1. Do you know what Ido? What are some ofmy day-to-day activitiesas a trapper?

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

3. Before I leave the fur post in search of beaver, whatthings should I be sure to take with me?

The Trapper by Charles M. Russell

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Crossword Puzzle

2. Small ornamentsof little value.

3. A flat-bottomedboat with flaringsides.

4. A journey for aspecific purpose.

7. One who setstraps foranimals.

11. A strong orfortified place.

14. The trapper hadto check histraps even when_______ coveredthe ground.

16. A long, hoodedcape.

19. The beaver slapshis ____ againstthe water toproduce warningsounds.

20. A barrier builtby beaversacross a stream.

3

1 2

4

5

9

76

8

11

15

16

12

18

19 20

17

13 14

10

ACROSS1. Something used

in luring ananimal to a trap.

3. A small fur-bearing animalthat lives in ornear streams.

5. A hard stoneused to strike firewith steel.

6. Undressed skin ofan animal with itsfur or hide.

8. A beaver peltthat has beenstretched over ahoop.

9. A sharpimplement usedby the trapper forcutting andscraping.

10. A secure place ofstorage.

11. The soft, thickcoat of ananimal.

12. The iron or steeldevice used toensnare ananimal.

13. Another name forthe hides ofanimals.

15. The trappercooked hissupper over acamp ____.

16. A long, narrowboat with sharpends, paddled byhand.

17. An annualtrading fair in themountains,attended bytrappers andIndians.

18. A boat made byhollowing out alarge log.

19. The exchange ofgoods withoutthe use of money.

DOWN

— 44 —


Crossword Puzzle—Answers

DOWN

2. trinkets

3. bateau

4. expedition

7. trapper

11. fort

14. snow

16. capote

19. tail

20. dam

ACROSS

1. bait

3. beaver

5. flint

6. pelt

8. plew

9. knife

10. cache

11. fur

12. trap

13. skins

15. fire

16. canoe

17. rendezvous

18. dugout

19. trade

— 45 —


Fill in the Blanks

BEAVER

DRINK

HARD

HATS

INDIANS

MOUNTAINS

STORIES

TRADE

Fur traders, trappers, merchants and __________________ gathered for

a rendezvous once a year. It was a time for business and for fun.

Those who gathered would tell _______, _________ furs and other

valuable items, eat, ___________ and learn the news. Trappers were

looking for furs of all kinds but especially the _____________.

Its skin was used to make gentlemen’s ________ that were very

popular on the east coast and in Europe. The Rendezvous would last

several days or even weeks. At the end the merchants would return

to the East, and the trappers would return to the ____________to begin

the fall hunt. The life of a trapper was very ________________.

Fort Benton, unidentified photographer.

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Make Your Own CanoeTrappers and traders in search of furs often traveled Montana’s rivers by canoe. Sometimes thecanoes were made from hollowed logs; sometimes they were of birch bark. Native people livingclose to the lakes and rivers invented their own canoe style, and trappers copied their ideas.

Make you own canoe by following thedirections provided. This drawing andactivity came from the GlenbowMuseum in Calgary, Alberta.

Things you will need:• Scissors, tape, needle, heavy

thread, colored pencils or markers

1. Color the canoe and trade goodswith colored pencils or markers.

2. Cut out along heavy solid lines.Don’t forget tabs and slots.

3. Fold or score along dotted lines.

4. Tape ends of canoe and stitch withneedle and thread. Fold backflaps. Fold down seat bars acrosscanoe, insert in slots, and tape.

5. Fold trade good bundles, fit tabs inslots, tape.

6. Roll handle of paddle and tape tosecure and strengthen.

7. Fold in long sides of parflechebag. Open out again and put insmall message or “treasure”inside. Refold and fold over sideflaps to form your native suitcase.Tie with thread to finish.

8. Now place all trade goods in yourbirch bark canoe and off you goon an adventure like the earlytraders.

(continued)

— 47 —

From Traps to Caps: The Montana Fur TradeMake Your own Canoe (continued)

(continued)

Act

ivity

bor

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rom

the

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Mus

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, C

alga

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Alb

erta

— 48 —

From Traps to Caps: The Montana Fur TradeMake Your own Canoe (continued)

— 49 —


Grades 4 – 8 Bibliography

Cobblestone Magazine. Mountain Man. December Issue, Vol. 12, # 12, 1991.

Daugherty, James. Trappers and Traders of the Far West. New York: Random House, 1964.

Graves, F. Lee. Montana’s Fur Trade Era. Helena: American and World GeographicPublishing, 1994.

Jones, Evan. Trappers and Mountain Men. American Heritage Assoc. Junior Library. TrollAssoc., 1988.

Sundling, Charles W. Mountain Men of the Frontier. Minnesota: Abdo & Daughters, 2000.

Daugherty, James. Trappers and Traders of the Far West. New York: Random House, 1952.

Graves, F. Lee. Montana’s Fur Trade Era. Helena: American and World GeographicPublishing, 1994.

— 50 —


High School/Adult Bibliography

Barbour, Barton H. Fort Union and the Upper Missouri Fur Trade. Norman: University ofOklahoma Press, 2001.

Hafen, LeRoy R. ed. Fur Traders, Trappers, and Mountain Men of the Upper Missouri.Lincoln: University of Nebraska Press. 1995.

Hasselstrom, Linda, ed. Journal of a Mountain Man. Missoula: Mountain Press. 1984.

Malone, Michael P. and Richard B. Roeder. Montana: A History of Two Centuries. Seattle:University of Washington Press, Rev. Ed. 1991.

Van Kirk, Sylvia. Many Tender Ties: Women in Fur-Trade Society, 1670-1870. Norman:University of Oklahoma Press, 1980.

From Traps to Caps: The Montana Fur...

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