Harpers Ferry Center National Park Service U.S. Department of the Interior

Fort Union Trading Post National Historic Site Long-Range Interpretive Plan

October 2010 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan

October 2010

Prepared by Department of the Interior National Park Service Fort Union Trading Post National Historic Site Midwest Region Harpers Ferry Center Interpretive Planning Plan Highlights

During the next seven to ten years Fort Union Trading Post National Historic Site interpretive services will provide visitors with opportunities to increase their understanding and appreciation for the park and its resources; to engage in local educational opportunities; and to participate in nationally significant events.

To provide an active, engaging interpretive program, park staff and partners will work together focused on the following goals:

• Emphasize the fort experience.

• Improve personal services.

• Host special events.

• Strengthen tribal relations and interpretive connections.

• Increase community outreach.

• Improve the park website.

• Develop and provide curriculum-based education programs.

• Increase the volunteer program.

• Facilitate the development and growth of existing and future partnerships.

• Contact a variety of visitors.

• Upgrade and improve site-specific interpretation. The Planning Process

This Long-Range Interpretive Plan outlines recommendations for future interpretive services, facilities, and media. Park staff, historians, partners, and stakeholders worked together to develop a comprehensive tool that will outline educational and recreational opportunities for visitors to develop intellectual and emotional connections to the natural and cultural resources found within Fort Union Trading Post National Historic Site. Our goal is to promote Fort Union Trading Post National Historic Site’s resource values through specially planned visitor experiences and excellence in interpretation.

This Long-Range Interpretive Plan (LRIP) recommends actions that should occur over the next seven to ten years. It identifies park themes, describes visitor experience goals, and recommends a wide variety of personal and non-personal interpretive services and outreach activities that will best communicate the park purpose, significance and themes. Developed in concert with the park Annual Implementation Plan and Interpretive Database, it completes the Comprehensive Interpretive Plan for the park, as established in Director’s Orders 6. In addition, this planning process has been customized to meet the needs of Fort Union Trading Post National Historic Site, as well as the conditions and special circumstances that exist there. The ultimate product is a cost-effective, tightly focused, high quality park interpretive program that achieves management goals, provides appropriate visitor opportunities, and facilitates desired visitor experiences.

The Project Agreement was signed February 16, 2010. A series of Foundation workshops were held December 15, 2009, with over 37 participants representing park staff, partners, neighbors, and local community agencies. A Recommendations workshop was held March 30, 2010 with 20 participants representing park staff, local community members, local tribal members, school and university teachers, park partners, and North Dakota Group NPS staff. On March 31, 2010 an implementation strategy session was held with park staff.

Barring legislative changes or major new revelations, the foundational elements expressed in this LRIP – purpose, significance, themes, and visitor experience goals – will remain constant over the life of the plan. Specific recommendations about media and programs may need to be updated as staffing, funding, technology, or resource conditions change. Further design documents must be produced to implement some of the goals and recommendations in this plan. Table of Contents

Foundation for Planning 1 Site Background 1 Enabling Legislation 1 Park Significance 3 Interpretive Themes 4 Management Goals 7 Desired Visitor Experiences 8 Park Visitors 9 Issues and Challenges Affecting Interpretation 11

Existing Conditions 13 Information, Orientation, and Marketing 13 Facilities 14 Interpretive Media 16 Interpretive Media Assets 17 Personal Services 19 Partnerships 22

Recommendations 25 Goals for Interpretive Programming 25 Research and Evaluation Needs 36 Staffing and Training Needs 37 Implementation Plan 38

Appendices 43 Appendix A: The Planning Team 43 Appendix B: Accessibility Guidelines 44 Foundation for Planning Foundation for Planning

Site Background

From 1828 through 1867, Fort Union Trading Post was the largest and one of the most important fur-trading posts in the upper Missouri River region. Located on the northern Great Plains near the confluence of the Missouri and Yellowstone rivers, Fort Union was established in 1828 by John Jacob Astor’s American Fur Company. Fort Union was an important focal point for the Assiniboine, Cree, Crow, Hidatsa, Ojibwa, and Blackfeet Confederacy tribes as well as the Métis who came to trade bison hides and other animal pelts for Euro-American goods. For 39 years Fort Union trading post was a center of peaceful economic and social exchange between Plains Indians and Euro-American culture.

Enabling Legislation

Each unit of the National Park System is created by Congress and the President of the United States. All park planning flows from the mission articulated in the park’s enabling legislation. The enabling legislation is the specific piece of legislation through which Congress created the park and declared its intent for the park. Fort Union Trading Post National Historic Site’s interpretive services and program must support this mission and help the public understand the significance of the park.

Public Law 89-458 (80 Stat. 211), dated June 20, 1966, authorized the establishment of Fort Union Trading Post National Historic Site “…to commemorate the significant role played by Fort Union as a fur trading post on the upper Missouri River.”

From 1828 through 1867, Fort Union Trading Post was a focal point for trade with northern Plains Indian tribes.

National Park Service 1 Foundation for Planning

Mission, Purpose and Significance

National Park Service Mission

A mission statement is a vision for the future and articulates, in broad terms, the ideas that the NPS strives to achieve.

The National Park Service mission is to preserve unimpaired natural and cultural resources and values of the national park system for the enjoyment, education, and inspiration of this and future generations. The National Park Service cooperates with partners to extend the benefits of natural and cultural resource conservation and outdoor recreation throughout this country and the world.

Park Purpose

Park purpose statements describe why an area was set aside and what specific purposes exist for a park, and are derived from legislation, legislative history, public participation, and public rule making.

During the March 2010 Critical Operations workshop, park staff developed the following purpose statement:

The purpose of Fort Union Trading Post National Historic Site is to preserve the resources, and to commemorate and interpret the significant role of Fort Union as a fur trading post on the Upper Missouri River.

Fort Union Trading Post as seen from Bodmer Overlook

2 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Foundation for Planning

Park Significance

Statements of significance describe a National Park System unit’s distinctive natural, cultural, and recreational resources and values that are the factual rationale for national recognition of the site.

According to the draft 2003 Resource Management Plan, Fort Union Trading Post National Historic Site is significant for the following reasons:

• Fort Union is the best representation of the establishment and maintenance of a permanent post on the upper Missouri River that capitalized on a long- established American Indian trade networks.

• Fort Union is significant for its contributions to the history, exploration, transportation, economics, and culture of the American frontier on the upper Missouri River during the early and middle nineteenth century.

• Fort Union’s archeological, archival, and documentary resources offer a comprehensive record of the physical site, providing abundant interpretive and educational opportunities.

• Fort Union epitomizes the mutually advantageous interaction of American Indian and Euro-American cultures associated with the fur-trading empire on the upper Missouri River region of the American frontier.

• Fort Union’s landscape retains a moderate degree of visual integrity and provides a sense of place for understanding the interaction of American Indians within the natural ecosystem and the subsequent industrial development of the American West.

Bone china plate fragments of British manufacture, found on-site, reveal the type of dinnerware used at Fort Union.

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Interpretive Themes • Catlin, Bodmer, Kurz, Prince Maximilian, Audubon, Sitting Interpretive themes capture the Bull - why did they come to Fort essence of Fort Union Trading Post Union? National Historic Site’s significance. They include the most important • First steamboat comes in 1832 stories and represent core messages • Why fur trade? Influence of that every visitor should have the economics on this continent and opportunity to experience. abroad While interpretation of any site could • Who were the traders? How did touch upon many stories, focused they live? themes increase effectiveness. When well-conceived, themes explore the • French British fur trade meanings behind the facts. They open minds to new ideas and perhaps to • Prehistoric trading network multiple points of view. When linked to • Westward Expansion, Doctrine of commonly held emotions or universal Discovery, and Manifest Destiny human experiences, themes encourage visitors to see themselves in Fort Union • Louisiana Purchase and Trading Post National Historic Site’s Jefferson’s vision of northwest stories and discover personal relevance. passage

During the December 2009 • Growth, development, and Foundation workshop participants decline of a major international identified the stories and discussion industry topics associated with the four primary interpretive topics listed in • Small pox epidemic in 1837 the 1978 General Management Plan. • Military presence at Fort Union, Four primary themes were drafted 1864-1865 and used during the March 2010 Recommendations workshop. • Transition from Fort Union to Fort Buford A. Located at the heart of the upper Missouri fur trade • Mondak town site network, Fort Union Trading Post influenced culture and economics • Europeans of today know more on this continent and abroad. about the American West because of Euro-American explorers/ • The significance of the fur trade artists/naturalists who visited in the history of exploration, transportation, settlement, and B. Daily life at Fort Union Trading frontier economics Post reflects the social and economic relationship between • Why here? Missouri and and within American Indian and Yellowstone – major water Euro-American cultures associated routes; confluence; the rivers with the 19th century fur-trading are connected to St. Louis and empire. provided transportation to the Rocky Mountains • McKenzie-Culbertson-Denig: The 3 Managers of Fort Union • Dominance of the American Fur Company • Larpenteur • Competing fur trade companies 4 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Foundation for Planning

• Trade value • Religious and burial customs

– Perception – American • Archeological discoveries Indian versus Euro-American traders • Reconstruction of Fort Union

– Uniform – trade • Deschamps Massacre of 1836 – Value sense • Fort Union provided a perception • Various lifestyles and the social of a safe haven with facilities and hierarchy within the Post: amenities that encouraged both Bourgeois, clerks, traders, American Indians and Europeans craftsmen, hunters, interpreters, to come and workmen • Fort Union was adaptable as • Craftsmen: blacksmith, gunsmith, conditions changed – e.g. beaver tinsmith, carpenter, boat builder, to buffalo, alcohol, keelboats plus a variety of other crafts to steamboats, and changes in – Louis Lettelier - example weaponry.

– Their importance • River navigation caused – Background opportunities for inter- • Commodity exchange relationships that brought cultures together – intermarriages and • Volume of fur trade treaties.

• Languages spoken at Fort Union C. The northern Plains Indian – 4 different Euro-American tribes were affected materially, (English, Spanish, French, socially, and ecologically as a result German) of the fur trade. – 9 different American Indian • Everyday life of American Indian • Trade operation: exchange of people in the area before Fort goods and the handling of furs Union and after Fort Union closed

• Sustenance and survival – hunting, • How did the American Indians gathering, trading, importing, diet, contribute to Fort Union’s grooming, recreation commercial success?

• Whiskey trade • 1807-1865 when both Euro- American and American Indian • Family and employees at Fort cultures were in balance on the Union and those left “back East” Upper Missouri and when Fort Union began in 1828 • American Indian and European inter-marriage • Distinct and diverse American Indian cultures developed on the • Why were there so many French northern Plains from prehistoric Canadians? through modern time. Each of • The impact of disease these cultures was impacted economically, socially, and • Medicine – American Indian and physically by the fur trade in and Euro-American around Fort Union.

• Who kept law and order? • Transition from Fort Union to Fort Buford

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• Pre-Fort Union trade interactions • Fort Union brought an awareness of this place and area to Eastern • Pros and cons of the influences of U.S. and Europe sparking later fur trade on the life ways of tribes settlement and expanding the • How do American Indian tribes frontier perceive the historic fur trade now • Destination and source for steam- in retrospect? boats; designed for shallow draft • Inter-tribal dynamics: how did of Missouri, the “Yellow Stone” tribal relations evolve? was the first steamboat up the river to Fort Union in 1832 • The Light • Deforestation of river bottoms • What were the American Indians’ to power steamboats; Missouri personal feelings, experiences, was seasonal river – trade was perceptions, and reactions to influenced by season rapid cultural change? • Created stability and starting point • How did the fur trade and the for explorers goods of the fur trade affect the lives of American Indian women? • Beaver and bison in abundance

• How did the American Indians • Mature cottonwood forest as perceive, feel about, the changes habitat, building materials, and occurring to their native winter refuge for tribal bands environment? • Grassland range

• Crow-Flies-High Village • Wide open spaces as cultural draw • Archeological discoveries then and now • Migratory corridor for birds and D. The natural resources including mammals navigable rivers, mature cotton- wood forests, open grasslands, and • Wetlands as ‘waterfowl breeding abundant fur-bearing mammals factory’ helped make Fort Union one of the most successful trading posts on • Hunting as recreation and suste- the upper Missouri River. nance

• Confluence of Missouri/ • Some vertebrate species, histori- Yellowstone had a major role in cally present, are now extirpated, American Indian trade in the area; threatened, endangered, or extinct Lewis and Clark story – identified • The landscape and habitat of the location as strategic point to build Missouri River and its surround- a fort ing environs has undergone major • European and American changes, yet retains a moderate explorers, artists, and adventurers amount of visual integrity that documented the area for provides visitors with an experi- scientific/historic reasons while ence of “stepping back in time.” others came for the fur trade, • Overharvesting played a key role economic reasons, and military in the decline of the buffalo reconnaissance

6 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Foundation for Planning

Management Goals low because visitors do not seem to understand the question when asked 2008-2012 Strategic Plans: what the significance of the site is. The park significance list used to In accordance with the Government determine visitor understanding was Performance and Results Act (GPRA) last updated in 2004. The statements of 1993, Fort Union Trading Post are similar to, yet not the same as, National Historic Site developed a the significance statements used to strategic plan and management goals develop this Long-Range Interpretive through 2012. The following goals Plan. One statement out of five relates address recreation, interpretation, and to the fur trade. The other statements visitor experiences. emphasize the complementary relationship between American The outcomes, or how well the park Indians and Euro-Americans, the is achieving its visitor-related goals, development of the west, and the are measured annually at every unit preservation of history. To effectively of the National Park System through evaluate if interpretive services survey forms that are distributed to are affecting visitor understanding visitors at each NPS unit. Visitors send of the resource, the visitor survey their completed survey forms to the significance statements should better University of Idaho where the data is align with the park significance collected and compiled for each NPS statements. unit. The survey results reflect visitor opinion about each park’s facilities, services and recreational opportuni- ties, as well as measures visitor un- derstanding and appreciation of each NPS unit’s significance.

Mission Goal IIa1:

By September 30, 2012, 95% of visi- tors to Fort Union Trading Post Na- tional Historic Site are satisfied with appropriate park facilities, services, and recreational opportunities.

The actual percentages for visitor satisfaction (2008- 95% and 2009 – 100%) reflect a consistency of service and satisfaction.

Mission Goal IIb1:

By September 30, 2012, 80% of Flint knapped stone Fort Union Trading Post National arrowheads were common on the northern plains Historic Site visitors understand the before trading posts, significance of the park. such as Fort Union, made metal manufactured items Park staff members believe the available. percentages (2008 – 73% and 2009 – 60%) for visitor understanding are

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Desired Visitor Experiences • Speak with someone in period dress to learn about life at Fort Desired visitor experiences describe Union. what physical, intellectual, and emo- tional experiences should be available • Explore the trading post to learn for visitors to Fort Union Trading Post about the history of the area and National Historic Site. These experi- the significance and meanings ences will be available to the degree associated with the fort. possible to visitors of all abilities, • Purchase quality merchandise including those with visual, auditory, including books and replicas of mobility, or cognitive impairments. historic trade goods. • Visitors to Fort Union Trading Visitors will have the • Discover the landscape – views, opportunity to engage Post National Historic Site will wildlife, fort, and river – the same in hands-on learning have opportunities to: opportunities such as raising way and in the same condition to a tipi and blacksmithing. the extent possible that Lewis and Clark, Catlin, and Bodmer did.

• Experience the sounds (or quiet) and open spaces surrounding the Fort, as it would have been experienced historically.

• Experience the sights, sounds, smells, and atmosphere of a working trading post at the height of its importance.

• Hike to the Bodmer Overlook.

• Engage in hands-on learning opportunities related to trading post activities such as blacksmithing, cooking, tanning hides, making arrowheads, and constructing tipis.

• Have an opportunity to interact with upper Missouri tribes.

• Listen to storytellers.

• See the migration of huge flocks of birds and imagine the sights and sounds of buffalo herds running across the prairie.

• Experience the fur trade era fort from the river.

• Experience the sights of the night sky as it would have been experi- enced historically, unimpaired by light pollution.

8 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Foundation for Planning

Park Visitors

This is a broad description of park visitors and their needs – including current and potential visitors. “Visitor” describes anyone who uses a park’s interpretation and education services whether in person or “virtually” through digital technologies.

Various visitor surveys—including annual surveys and one in-depth survey—have been completed for Fort Union Trading Post National Historic Site. These surveys help the park judge the effectiveness of their interpre- tive programs as well as track visitor statistics. Two types of visitor profiles are presented here: annual visitation also included the annual Rendezvous During the next ten years special event. The results were divided park staff will focus on figures and results from a 2007 Visitor education and youth Survey Project survey. to indicate responses from the general outreach. public and those attending the special Approximately 14,000 visitors come event. Of the 629 questionnaires to Fort Union Trading Post National distributed to visitors, 475 were Historic Site annually. This figure returned for a 75.4% response rate. is based on a five-year average of Some results noted in the survey’s monthly public use data taken during summary concluded that: calendar years 2005-2009. There was a 29% increase in visitation from 2008 • 68% of the general visitor groups (12,077) to 2009 (15,632). were family groups

June is the peak visitation month, • The majority of United States visi- because many people come for the tors were from North Dakota and annual Rendezvous. More than twice Montana as many people come in June than July • International visitors were less or August. December, January, and than 1% of the total visitation February report the lowest visitation. Ninety-five percent of the visitation • 51% of the general visitors were occurs between May and September. ages 51-70 years

A comprehensive visitor survey was • 14% of the general visitors were conducted at Fort Union from June 15 years or younger 15 – July 13, 2007 by the Park Studies Unit of the University of Idaho. • Most general visitors (80%) were Survey questions helped determine visiting the park for the first time the demographic make-up of park • Most Rendezvous visitors (59%) visitors, as well as what they did or had visited two or more times did not like about their experience. The survey also addressed economic • Most used interpretive services impacts to the region from park by general visitors were museum visitation. The survey was taken exhibits (91%), park brochure during the peak visitor season which (77%), and Trade House (77%)

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• Most used interpretive services by Visitor Groups Rendezvous visitors were rest- rooms (71%), Trade House (64%), • Recreation visitors and museum exhibits (60%) • Education

• Most important services for • First-time visitors general visitors were restrooms (88%), Trade House (85%), and • Returning visitors museum exhibits (85%) • Organized groups and tours • Most important services for Ren- dezvous visitors were restrooms • Researchers/media (87%), living history interpreta- • Off-site visits tion (83%), and information desk assistance (81%) • Partners

During the December 2009 • Accidental tourists Foundation workshop the following groups were identified as currently During the lifetime of this Long- visiting Fort Union based on Range Interpretive Plan, park staff will particular interests and needs. focus on providing increased interpre- tive opportunities for first-time and returning visitors, as well as education groups and park partners.

Northern Plains tribes preferred muskets and rifles and did not often trade for small arms, such as the pepperbox pistol which was preferred by the Euro-Americans working at Fort Union.

10 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Foundation for Planning

Issues and Challenges • The community desires additional Affecting Interpretation reconstruction of buildings to better tell the park story, to offer Fort Union Trading Post National living history interpretation, Historic Site has many assets upon and to provide more working which to build an effective interpretive space for park staff and visitors. program, including evocative and Additional reconstructions would compelling stories, outstanding provide additional space to display natural and cultural resources, artifacts and indoor space for ongoing research, and dedicated interpretive programs during staff and supporters. It also faces a inclement weather. number of challenges. Well-designed • Additional reconstructions would programs can build on interpretive yield significant numbers of strengths to help overcome these archeological artifacts, but would challenges. destroy insitu archeological re- • Technology has opened many new sources. avenues to communicate with the • Accessibility inside and outside public about the park. Challenges of the park presents a challenge. include keeping information fresh, The walk from the parking area current, and relevant. to the fort can be a challenge for • Responsible energy extraction is those who are mobility impaired. vital to our nation’s growth. The area around the fort remains a dirt trail which may be difficult • Oil drilling rigs and production for some people to traverse. Better facilities have a physical presence communication between parking on the landscape that does not lot and visitor center is needed complement the historic scenery. to assist those who are mobility With good communication impaired. between the park and the oil industry some negative impacts • The Rendezvous re-enactors are can be minimized. vital to the park’s special event activities. Currently there is a loyal • Since rivers naturally meander it is and aging group that supports normal for the Missouri River to park activities. Recruitment of meander away from the front gate new re-enactors would be benefi- of the fort where it once flowed. cial to broaden the telling of our River flows are further impacted park story to more people. by Fort Peck Dam, upstream from the park. The river was the high- • Food and accommodations are way system while the fort was ac- 10-25 miles from the park. Some tive and is a key piece of the park people might stay longer, if there story. As it meanders away from was a nearby place to purchase a the fort it complicates telling that meal. part of the park story to visitors. • Social networking is a new phe- • No major new archeological dis- nomenon which the park has yet coveries are expected, but small to take full advantage of. Whether artifacts continue to be exposed at it would increase visitation re- the surface of the ground. mains to be seen but it is a func- tional way to tell the park story and draw interest to the site.

National Park Service 11 Existing Conditions

Trade Room

12 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions

The following is a brief and general- ized description of visitor experiences and interpretive services that existed in Signs FY2009. The purpose of this section is to provide a baseline assessment. The park does not have a master sign plan. There is a need for a sign on ND Highway 2 just north of the park, for Information, Orientation, travelers coming from the east. The and Marketing North Dakota Highway Department has resisted placing a sign in this location. Marketing Website The park informs the public of upcoming events and special Fort Union Trading Post National programs through news releases sent Historic Site’s website (http:// to area newspapers, radio stations, www.nps.gov/fous) is linked to the and television stations as well as NPS website. The website takes on public service announcements. particular importance for Fort Union due to its rather remote geographic The park receives information location. It creates interpretive requests on a daily basis via letters, opportunities for people who will phone calls and e-mail messages. never have an opportunity for a Most requests are for basic tangible visit to the park. information about the park and/ or directions to the park. Brochure Virtual visitors access the website to requests are decreasing, as the park learn about park history, interpretive website becomes more popular. A programs, operating hours, and to park rack card is distributed to area find directions to the park. Four motels. different QuickTime movies are available on the park website and Park partners, including the in the visitor center. The programs Williston Convention and Visitors include the overview video, Music of Bureau, the Fort Union Cooperating Fort Union, a trade house scene, and Association, and the Friends of Fort a buffalo robe tanning demonstration. Union, promote the park through There is a link to five different publications, paid advertising in videocasts that are available to magazines, and television ads. The download for no cost from the iTunes local newspapers, television and website. The programs include the radio media outlets, and cable TV Music of Fort Union, the confluence, provider promote the park through historic firearms, a trade house scene, Public Service Announcements, and and the overview video. coverage of park events. This coverage serves both to promote the event and The park recognizes the importance cover them as local news items. of the website as a tool to reach “armchair” visitors, long distance The national parks in North Dakota researchers, and as a pre-visit are an important attraction for the information opportunity. Interpretive state. The state of Montana and staff members work continually to North Dakota do a high quality job upgrade this medium and plan to of promoting tourism for Fort Union develop additional programs. and Fort Union also promotes their sites.

National Park Service 13 Existing Conditions

Facilities The visitor center, park grounds, and the fort are open daily Memorial Day According to the FY2009 Servicewide through Labor Day from 8:00 a.m. to Interpretive Report, 43,648 visitors 8:00 p.m. Central Time and from 9:00 were contacted at four different a.m. to 5:30 p.m. Central Time during locations within the park: Bourgeois the rest of the year. The park is closed House, Trade House, Blacksmith Shop on Thanksgiving, December 25, and the Carpenter Shack. January 1, Martin Luther King Day, and Presidents Day. Bourgeois House/Visitor Center Trade House The Bourgeois House is the park’s visitor center. There is a museum The reconstructed trade house is featuring exhibits with artifacts that staffed seasonally by a park ranger describe life at Fort Union from 1828 dressed as a fur trader of the 1850s. to 1867; a selection of three video The reception room is furnished to programs that are closed-captioned; reflect the 1850s era and the trade a hands-on fur exhibit; a bookstore; a room is stocked with historic replicas three-dimensional model of the fort; of the goods sold during the post’s restrooms; and an information desk. operation. Visitors may purchase certain replica items. During special

Located inside the Fort walls, the Bourgeois House is the park’s visitor center.

14 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions

events the clerk’s office is used for the reconstructed structures and Fort Union Trading interpretive programs. infrastructure that supported fort life Post National Historic Site from 1828 to 1867. During special The trade house is open Memorial events and some summer weekends, Day through Labor Day 9:45 a.m. to the blacksmith shop, carpenter shack, 5:45 p.m. Central Time and in May hunter shack, and a tipi may be set up and September as staffing allows. and staffed.

The Fort Trails

Between 1985 and 1991, elements of Missouri River Overlook Trail is a the fort were reconstructed with an partially paved spur of the proposed emphasis on, but not exclusively to Lewis and Clark Legacy Trail. Visitors reflect the 1851 time period. In addi- can walk a few hundred feet from the tion to the Trade House, a blacksmith fort and cross the flood plain to access shop, carpenter shack, hunter shed, the Missouri River. The Legacy Trail employee quarters, and a storage was intended to go from the conflu- range would have been historically ence to Fort Union, but never was located within the fort. The stor- fully established. age range housed a company store, storage room, meat locker, and a fur Bodmer Overlook Trail is located room. These and other fort buildings north of the fort across the highway are represented by wooden timbers and the railroad tracks. The approxi- that indicate their location. At certain mately one-mile, one-way walk goes times tipis may have been set up inside through the ghost town of Mondak, the fort. across the mixed grass prairie to the location near where Karl Bodmer The Official Park Map and Guide, a painted “Assiniboine at Fort Union” self-guided tour publication (Map and in 1833. Guide to Fort Union Trading Post), and wayside exhibit panels describe Both trails are great for birdwatching.

National Park Service 15 Existing Conditions

Makoche Recording, and the park staff produced the videocasts. The park is working to get the programs closed captioned. The programs are not audio-described.

Publications

Official Park Map and Guide (2007) – full color brochure produced by the NPS

Site Bulletins Fort Union Social Life (2004) Fort Union’s Artists (2008) The Métis (2008) The Assiniboine (2004) Fort Union’s Trade House (2004) The location of the River Transportation (2004) monitor limits the The Bourgeois (2010) number of visitors Interpretive Media who can watch the Booklet overview video. Audiovisual Presentation Bodmer Overlook Trail Guide (2005) A three-minute overview video is – Four brief descriptions of what may available in the Bourgeois House. currently be seen along the trail and The video was produced in 1987 by at the overlook. There is also a pencil Harpers Ferry Center. The content drawing indicating the route from the is shallow and does not capture the trailhead to the overlook. site’s greater meanings. In FY2009, over 14,000 visitors watched the Buffalo Hide Tipi (2003) – Informa- video. The program has closed tional booklet describing what life was captioning. The audio script has been like in a buffalo hide tipi. The booklet written, but it has not been made is a companion piece to a historically available to visitors. The park does furnished tipi. have assisted listening devices. Due Map and Guide to Fort Union to the location of the video monitor Trading Post (2004) – Numbered only five or six visitors may watch the guide, produced by the Fort Union program at a time. Because visitation Association, that describes the is modest at any one time, most small structures at the trading post. There groups (families and individuals) have are no corresponding numbers on the opportunity to see it. the buildings or in the area to indicate Five different videocasts/QuickTime which sites are being referenced in the movies are available to download guide. for free on iTunes and on the park website. The programs include the Bulletin Boards Music of Fort Union, the confluence, The park does not have any bulletin historic firearms, a trade house scene, boards. A lettered board is located a buffalo robe tanning demonstration, behind the visitor center desk to list and the overview video. special events and daily activities From 2007-2009, Russell Larson offered during Rendezvous. from KXMD-TV, David Swenson of

16 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions

Wayside Exhibits (HFP) for the trade house was com- pleted by Harpers Ferry Center. The Fourteen wayside exhibit panels are plan recommended that the trade located around Fort Union. Originally house clerk’s office be furnished installed in 1988, the exhibit panels based on the 1851 Rudolf Kurz draw- were replaced in 2004. Most of the ings of the meeting between Edward panels describe an historic setting Denig and Cree chief le Tout Piqué. or structure. Two exhibit panels are The reception room is based on de- located at Bodmer Overlook. One of scriptions in Kurz’s Journal. the panels describes the prairie and the natural setting. Based on the direction of the HFP, the furnishings in the trade house The content and images of the way- were purchased by the Friends of Fort side exhibit panels are current and Union and the Fort Union Association accurate. When the panels have and installed in 2000 by park staff us- faded due to exposure to sunlight and ing various vendors to construct furni- weather conditions, they are replaced. ture and provide animal mounts.

Exhibits Junior Ranger/Junior Trader

Two rooms on the first floor of the Fort Union Trading Post created a “Ju- Bourgeois House contain a series of nior Trader” Junior Ranger program. exhibits describing life at Fort Union Children are invited to complete the from 1828 to 1867. The exhibits were Junior Trader produced by Harpers Ferry Center in booklet de- 1988 and installed in 1989. The exhib- signed for ages its feature artifacts, maps, hands-on 8-12. The child displays, and historic photos. One goes through exhibit inside has developed a crack the museum, and the panels have started to show reads the court- wear. A few of the exhibits have been yard wayside replaced twice since 1995. The date of exhibit panels, the beginning of the post on the time- and goes to the line exhibit needs to be corrected. Trade House. A There is a rotating exhibit that chang- badge is pre- es bi-annually in the Bourgeois House sented upon that features resources from the park successful com- archeology collection, and inter- pletion of the prets the relationship between what booklet activi- was found archeologically and what ties. In FY2009, 47 children Exhibits feature artifacts, is recorded in written history. The maps, and historic photos. exhibit displays items and tells stories participated in the Junior Trader from the museum collection, and is program. The low participation rate is designed by the curator. There is also attributed to inconsistency among the a rotating exhibit in the Bourgeois staff to encourage participation. House exhibit room that currently interprets the Deschamps Family and Interpretive Media Assets their demise at Fort Union. Media assets include other park re- sources available to interpretation that Historic Furnishings support the design of personal servic- In 1993, a Historic Furnishings Plan es programs or interpretive media.

National Park Service 17 Existing Conditions

Artifact Collection a small collection of administrative history artifacts and documents is also The history and archeology collec- available in the collection. tions contain items representing many aspects of human activity and plant/ animal communities at Fort Union Archives from prehistoric times through the Fifty linear feet of archives and turn-of-the century. Archeological manuscripts are available as objects representing the fur trade research reference materials for include beads and many other trade all aspects of interpretation. All goods, tools, food and beverage original field records associated containers, recreational and other with the archeological excavations personal objects, animal bone, and are included in this collection. building materials. Of particular interest are the Examples of artifacts with particular archeologist’s field logs, which interpretive potential include: often reveal insights related to the discoveries, as well as comments • Projectile points of stone, bone and humorous anecdotes of life and metal during the excavations. Photographs of various stages of excavation and • Trade beads of glass, shell, bone uncovering of significant objects also and metal have interpretive value. For example, • Complete or partial bottles once the discovery of the floorboards in containing bitters, wine, ale, the Indian/Artisan’s House, and the toiletries or food uncovering of the Blacksmith Shop, whose location in the historic journals • Inkwells did not provide a precise location for the structure. • Ceramic gorgets The archives/manuscript collections • Bones of animals, now extinct or contain no original documents associ- extirpated ated with the fur trade. • Blacksmith’s tools and products Art Work • Dominoes, dice, and other game pieces The collections contain a few origi- nal prints of paintings by artists who • Pipes of clay common to Euro- visited Fort Union between 1832 and American cultures and pipes of 1853, specifically George Catlin, Karl stone common to Plains Indian Bodmer, John James Audubon, and tribes John Mix Stanley. • Ceramic dinnerware Park Library • Children’s toys (marbles, doll The park library contains micro- pieces) films of original fur trade docu- Found in on-site ments including 93 reels of Fur Trade archeological digs, these • Artifacts for grooming and artifacts shed light on hygiene Documents and 22 reels of Ft. Buford different aspects of life at documents. The park has between Fort Union. For commemorations of the local his- 3500 and 4000 books, both modern tory of Fort Union Trading Post NHS and historic, which document the fur and national celebrations of the NPS, trade era.

18 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions

Personal Services through 2003. There was a decline in attendance from 2004-2008 before Education rebounding in 2009 to over 4,000 visitors. The addition of children’s ac- From mid-March through April 2009 tivities on Thursday and new flag pole and 2010, one seasonal interpreter raising contributed to the increased presented 25 off-site programs to visitation. 1,252 kindergarteners through sixth grade students at schools located in Rendezvous Run in June – a local area nine different communities within a bank sponsors the 11K and 5K runs, 150-mile radius of the park. Fourth a 5K walk, and 1 mile fur traders run/ grade was targeted because North walk. Dakota and Montana history is taught Indian Arts Showcase in August – at that grade level. The programs were commemorates Northern Plains not curriculum-based. Indian history and culture, through Fur Trade Life Program: 50 grade music, traditional crafts, and lectures school students from Sidney, Montana by tribal historians and elders from or Williston, North Dakota, are bused Upper Missouri tribes. In 2008 and to the park the last Saturday in April. 2009 a panel discussion was presented Students are separated into six groups at Williston State College focused of 8-10 each and rotate through six on the 19th century Plains Indians. hands-on stations including: buffalo Attendance was higher in 2008 than robe preparation, a trade transaction, 2009 due to the notoriety of panel domestic arts, blacksmithing, tipi members. set-up and Indian games. Each station Fort Buford Encampment in August lasts 30 minutes before rotating to the Tipi talks reveal what – Fort Union Trading Post and Fort next. After participation the students daily life was like for Buford staff support the event held at are fed a ‘traditional meal’ that has northern Plains Indians Fort Buford State Historic Site. trading at Fort Union. been prepared off-site. They then trav- el by bus to the Confluence Center for a tour of the Center and Fort Buford. The program has been offered since 2006, and it has not proven as success- ful with the Williston schools as with the schools in Sidney. While presented to elementary school students, the programs are not curriculum-based.

Special Events and Community Programs

Fort Union Rendezvous in June – a 19th century fur trade fair includes up to 120 re-enactors in period dress, a dozen traders of period items and furs, and approximately 20 demon- strators of period crafts and music. American Indian participation in this event is limited. The park’s most popular event averaged 5,000 visitors

National Park Service 19 Existing Conditions

The encampment commemorates Last Bell tours – Staff and re-enactors frontier military post that was active stage a 19th century event through a from 1866 to 1895. The 6th Infantry candle light tour. The tour stops at 4-5 area re-enactors present a military en- stations where a small portion of the campment over the August weekend story is told. which includes drill and black powder firing demonstrations. Initially a tent Fort Buford Cemetery Walk in October camp, more recently the reenactors – A ghost tour brings “to life” some of have been housed in the newly re- the dead to tell their stories. Research constructed (2004) infantry barracks. indicates that some people originally The barracks is now fully furnished buried at Fort Union may have been and provides an excellent stage for re-interred at Fort Buford. interpreting 19th century military life. Engages Christmas in December – The In 2009, a dutch oven cook-off com- Muzzle Loaders (re-enactor group) petition and an evening western swing live and interpret life at a fur trad- band were added to the encampment. ing post during the winter the first weekend in December. Coffee, cider, pemmican, and biscuits are offered to visitors who attend the weekend event. Currently the event has become a recreational experience for the re- enactors with little visitation.

American Indian Youth Partnership Program – 30 representatives from the Hidatsa, Mandan, Assiniboine, and Arikara tribes gave language and cultural interpretive presentations to more than 150 visitors. Three separate two-day sessions were held during the summers of 2009 and 2010.

According to the FY2009 Service- wide Interpretive Report, 114 off-site speaking engagements were presented

Special events, such as to 17,926 visitors including service Living History Weekend, Fort Union Living History Weekend organizations, businesses, church bring the trading post in September – re-enactors portray groups, and scout groups. to life. American Fur Company employees and American Indians of Fort Union Personal Services Programs Trading Post. Primarily this is a work weekend and encampment for the The park’s interpretive program Fort Union Muzzle Loaders. The emphasizes informal interpretation Muzzle Loaders construct an item through the use of period dress in to be used in interpretation by fort the Trade House and NPS uniform personnel. Projects have included the at the Bourgeois House. Park staff two sheds on the interior of the walls, found this to be a more effective a buffalo robe press, a smaller screw method to contact visitors rather press, a small scale Mackinaw Boat, than offering formal programs at a set and a number of furnishings. time. From May through September period dress interpretation is offered

20 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions daily in the Trade House. Blacksmith asts consists of formal presentations demonstrations are offered on by fur trade scholars, living history Saturdays, holidays, and during portrayals, tours of area historic sites, special events. As staffing allows, a and vendors of material culture items, hunter, carpenter, and clerk may also books, and art. be portrayed. Demonstrations feature blacksmithing and historic weapons Elderhostel Program – A multiple day firing. During Rendezvous and Indian program conducted for seniors (55+) Arts Showcase historic crafts are highlighting area attractions with demonstrated. programs presented at several historic sites including the Fort Union and Trails and Rails Program – Fort Buford sites and the Fort Ber- Approximately 15 volunteers staffed thold and Fort Peck Indian Reserva- traveling exhibits, gave programs, and tions. The program was only offered answered questions to people riding in 2001 and 2002 because the Elder- the Amtrak “Empire Builder” train hostel organizers changed the focus of through northwestern North Dakota the program. and northeastern Montana. In 2009, 54 programs were delivered to 16,080 Historic Weapons Program train riders. Historic weapons demonstrations Summer Series Ranger Talks – Park such as musket firing demonstrations, staff present a six program series cannon firing demonstrations, and of one-hour programs at the James military living history programs are Memorial Arts Center in Williston, primarily offered as part of special North Dakota or the Mondak event programs. They are conducted Heritage Center in Sidney, Montana. by park staff and volunteers under the supervision of NPS certified historic Fort Union Symposium – Conducted at weapons certified personnel accord- Fort Union in 1990 and again in 2000. ing to NPS policies and guidelines. This conference of fur trade enthusi-

All historic weapons programs, including musket firing demonstrations, must follow NPS policies and guidelines.

National Park Service 21 Existing Conditions

Staffing: Partnerships Chief Ranger, GS-025-11 – History Partners Interpretation 95%, Law Enforcement 5% The Friends of Fort Union/Fort Buford (The Friends) – A non-profit Park Ranger, GS-025- 9 – History organization that supports the Interpretation 90%, Safety 10% management of Fort Union Trading 4-5 Seasonal Park Rangers, GS-025-5 Post National Historic Site and – History Interpretation 100% Fort Buford State Historic Site. The Friends provide an average of $12,000 Curator, GS-1015-9 – Collections annually for guest speakers, materials, 90%, Interpretation 10% books, and projects that assist with the interpretation, development, and 1-2 Seasonal Museum Technicians, reconstruction of the historic site. The GS-1016-4/5 – Collections 95%, In- Friends were a catalyst for the partial terpretation 5% reconstruction of Fort Union Trading A subject-to-furlough GS-025-9 Park Post. Ranger position was not filled when The Friends of Fort Union are the the incumbent left the position at the sponsors of the Fort Union Fellow- conclusion of the Lewis and Clark ship. $1000 is awarded annually to a Bicentennial commemoration. qualified researcher to produce an article or monograph related to Fort Union.

Fort Buford State Historic Site and Missouri-Yellowstone Confluence Interpretive Center works cooperatively with Fort Union staff in educational programs and special events; as requested in the development of archeological and historical research proposals; presentation of the Fur Trade Life program; and conducts orientation and training for employees.

Fort Union Association

The Fort Union Association is the cooperating association for Fort Union Trading Post NHS. Sales items, including books, trade items, music, prints, and postcards, address two primary subjects: Fur Trade of the American West and Upper Missouri Indian Tribes; as well as three second- ary subjects: Lewis and Clark Expe- dition, 19th century military history Buffalo hide moccasins, decorated in a Northern Plains geometric of the area, and natural history and style, currently on display in the Bourgeois House. regional studies.

22 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Existing Conditions

Two sales outlets are located within Over 120 volunteers provided liv- the fort. The Bourgeois House outlet ing history interpretation during the is open year-round, and the Trade Rendezvous. From mid-May through House is open seasonally. Trade items mid-September, 15 volunteers pro- must replicate those identified in the vided 58 Trails to Rails programs on clerk’s ledger lists of 1848-1851. the Amtrak Empire Building train. Volunteers support special events In FY2009 annual sales totaled such as the Indian Arts Showcase and $45,422. Sales have averaged Living History Weekend and run the $49,203 over the past 5 years. The cart from the parking lot providing ac- park receives 14% of the sales cess during special events. A volunteer in percentage donation funding. has helped with special event set-up The donations provide a Student and library organization the past three Conservation Association intern to years. support interpretive services, funds the Fur Trade Life program, supports One volunteer assists the curator Kid’s Day during Rendezvous, prints with collections management by two site bulletins, indexes microfilm, identifying invertebrates captured purchases books for the park library, in the collections integrated pest purchases living history clothing, management program. This volunteer and provides refreshments for Trails also assists by photographing and Rails training. Donations have animal species to document species also contributed to the conservation occurrence within the park. One treatment of artifacts in the museum to two Student Conservation collection. Association interns typically assist with collections management Volunteer Program activities such as performing the annual inventory. According to the FY2009 Volunteer Report, 201 volunteers provided 6,156 hours of service for interpretation.

Located just inside the Bourgeois House, the Fort Union Association bookstore offers many different sales items.

National Park Service 23 Recommendations

24 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

Interpretive planning assesses current Goals for Interpretive conditions and formulates recom- Programming mendations that will provide direction and focus to achieve the desired future Workshop participants identified goals interpretive program. A long-range to enhance the effectiveness of the interpretive plan analyzes all needs interpretive services within Fort Union and recommends a wide array of in- Trading Post National Historic Site. terpretive services, facilities, programs, These goals and associated actions are and opportunities for partnerships to representative of many ideas generated communicate the park’s purpose and during the workshop. Action items significance in the most efficient and are listed below each goal, and were effective way. used to create the Implementation Plan located in the next section of this The Goals for Interpretive document. Over the next seven to ten Programming are designed to realize years Fort Union Trading Post NHS the vision, objectives, themes, and will focus on the following goals: visitor experiences described in the Foundation for Planning section. The Increase Community Outreach following principles will apply to all interpretation at Fort Union Trading Informing the local and surrounding Post National Historic Site: communities about park activities and special events is an opportunity to cre- • All interpretation will address ate goodwill with local residents. This physical and programmatic can be inexpensively done through accessibility. continued use of the local media. • Where possible, interpretation Other community outreach options will use reproduction objects, include: documented personal stories, and other interpretive methods to • Develop “Visit Fort Union” kits bring the story alive for visitors. and distribute to the northern Plains Indian tribes with historic • Where possible, the park will connections to Fort Union, partner with neighboring schools, and civic organizations. institutions to develop programs, media, and share research. • Host annual community meetings.

• The park will follow the standards • Continue to participate in of the National Park Service community events. Graphic Identity Program as signs and interpretive media are • Expand 30-second public service upgraded. announcements presented on cable television and in theaters. • Interpretation will include examples and perspectives from • Continue roadside billboards (paid diverse points of view. It will for by Fort Union Association) respond to diverse audiences, in Williston, Sidney, and Watford varying levels of interest, and City. different visit lengths. • Cultivate press contacts and • Where possible, “virtual visitors” increase number of press releases will have opportunities to view key submitted. park vistas and access to new re- • Send announcements into NPS search, studies, management plans, ParkTips. and historical information.

National Park Service 25 Recommendations

• Write and submit articles to local • Develop guidance on how to use media. social media.

Improve Park Website • Develop and maintain social net- working sites. Since Fort Union was established in 1966, significant changes in digi- • Provide park staff with the ability tal technology, in DOI/NPS web to update Fort Union Association standards, and in social media have items and prices. occurred. During the life of this plan, park staff will need to continually Develop and Provide Curriculum- increase and improve their skills with Based Education Programs the technology, monitor and update During summer FY2009 and FY2010, all web-based content to meet the students representing three northern current standard, and remain vigilant Plains Indian tribes presented cultural about what is posted via social media and language demonstrations. In the sites. future, the park will slowly begin An ever-increasing percentage of to increase the number of tribes park visitors are web users who visit presenting demonstrations and also Fort Union Trading Post National begin to incorporate state, tribal, and Historic Site (www.nps.gov/fous) national curriculum standards into seeking information. Many of these the program. The ultimate goal is to “virtual visitors” never actually come have nine tribes and three European to the park, but have their needs met language (Spanish, French, and solely though the website. The website German) classes participating in a should highlight the opportunities curriculum-based program. Through and experiences that are available the education program students will to both on-site visitors and virtual become fully immersed in the fur visitors. trade experience, and during the summer season represent the diverse Specific recommendations include: roles, languages, and skills found at Fort Union Trading Post. • Develop a web-based exhibit of important artifacts and stories that An effective park education program is updated quarterly. This exhibit requires adequate staff for planning, could also be posted on social development, implementation, and media sites such as Facebook. assessment. The resources and themes of Fort Union Trading Post National • Post video segments highlighting Historic Site offer great potential for special events. the development of dynamic and pop- • Develop a web-based exhibit ular education program in partnership based on items in the curatorial with area schools, neighboring parks, collection that demonstrate the historic sites, and affiliated areas. variety of distinct and diverse A well-designed and well-run park aspects of the fur trade. Photo- education program generally depends graphs of the items and accompa- on establishing an Education Coor- nying text describe what the item dinator position. This role has been a is and how it is significant. collateral duty assignment for the GS- • Develop a virtual tour that depicts 025-09 Park Ranger, but to be truly daily life at the Fort (Theme B) effective it needs to be a full-time posi- and post on the park’s website. tion. The primary role of the coordi- nator will be to secure resources to 26 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations facilitate the development and growth phasis should be given to the fur of a curriculum-based program based trade, northern Indian cultures, on national, tribal, and state education and archeology. standards. • Develop a student workshop on Future growth of the park education the identification, analysis, and program is primarily contingent upon care of archeological artifacts that hiring the Education Coordinator (see connects to science and history Staffing section). This would allow the curricula. park to: • Develop programs that emphasize • Prepare an education plan that math and science curricula would provide overall direction including building of the fort; for the education program. trading and pricing; putting up Target grades and schools will the tipi; constructing bull boat; be identified as well as funding plant identification and traditional sources for transportation and uses, identifying bones, and distance learning equipment. archeological mapping.

• Create a teacher advisory group to • Collaborate with the Education advise the park on the most useful Specialist at Knife River Indian ways to offer educational services Villages to plan and implement an to local schools and to develop education program with that site. curriculum-based education programs. • Host a video contest for high school students on a specific • Conduct teacher workshops to theme that support curriculum. enable teachers to participate The best video is posted on the in on-site curriculum-based park website and is shown in the programs. Teachers may also be visitor center. recruited to participate in the North Dakota-approved peer • Develop an on-site, live-in in- teacher program. terpretive program, similar to one offered at Bent’s Old Fort • Establish a Teacher-Ranger-Teach- National Historic Site, where the er program to increase interpre- interpreters and teachers role-play tive opportunities on-site and in figures of the fur trade past to gain the classroom. A Teacher-Ranger- academic credit. Teacher participant could also help develop and implement the Specific recommendations include education plan. a focus on how the northern Plains Indian tribes were affected materially, • Develop history, communication, socially, and ecologically as a result archeology, library science, of the fur trade (Theme C); devel- and education internships in oping a curriculum-based traveling cooperation with local community trunk; developing a secondary school colleges. workshop on quill work and beading to demonstrate change in art forms • For grades K-12, develop distance over time; and develop a video pro- learning curriculum-based pro- gram featuring interviews of north- grams and lesson plans, Teaching ern Plains Indians talking about the with Historic Places lesson plans, changes to their way of life following and Teaching with Museum Col- the fur trade. lections lesson plans. Special em-

National Park Service 27 Recommendations

With a strong program and ties direct- park will expand interpretive services ly to local, state, tribal, and national to include opportunities for visitors curriculum standards, more schools to discover the sights, sounds, and will see the value of using the park perhaps even smells associated with to help meet their needs. This can be the fur trade era. Services will be of- accomplished by involving educators fered inside and outside of the fort. from area schools directly in the de- While most personal services will be velopment of both general and spe- offered during the peak summer visi- cific activities and curriculum guides. tor services, a winter experience will be developed to encourage local and Emphasize the Fort Experience repeat visitors to come to the fort.

Fort Union Trading Post National The experience will build on the Historic Site has four primary period dress interpretation that is interpretive themes. During the currently offered throughout the sum- planning process participants felt that mer at the Indian Trade House and the “daily life at Fort Union Trading periodically at the Blacksmith Shop. Post reflects the complex social and Future visitors will be able to hear economic relationship between some of the twelve different languages and within American Indian and and engage park staff, volunteers, Euro-American cultures associated and the students participating in the with the 19th century fur-trading future curriculum-based education empire” theme should be emphasized. programs, who will be representing Working with the northern Plains the diverse community of Fort Union Indians tribes, park partners, and Trading Post. local schools to provide visitors with opportunities to discover what daily Visitors may participate in guided or life was like year-round at Fort Union self-guided experiences. An expanded Trading Post is a priority. park film will provide opportunities for visitors to discover daily life dur- Special events have been the primary ing inclement weather and off-peak ways to reveal daily life at the fort. seasons. During the lifetime of this plan, the Site-specific recommendations include:

Indian Trade House

• Present program using northern Building on the Plains Indian languages. success of the Rendezvous and • Continue to offer informal inter- other special events, pretation in period dress and sell the park will provide more year-round replica trade goods. opportunities for visitors to discover • Engage visitors in period-specific what daily life was bartering when selling replica like. trade goods.

• Create a display of typical trade goods and prices.

• Reveal the story of the meat and grease bricks that were made by

28 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

the Assiniboine using the Nakoabi Examples of teas, tinctures, and Journals so that visitors will better poultices could be shown. Con- understand the amount of meat sultation with American Indian and grease consumed by a single tribes will be important to ensure person over time. that visitors and resources are protected. Main Gate • Plant garden and introduce era- • Tell why there is a wicket trade appropriate foodways. window.

• Continue black powder programs and historic weapons programs emphasizing the gun trade.

• Present a guided program or talk that explains how the river was the transportation artery during the fur trade era (Theme A).

• Talk about the alcohol trade.

Outside of the Fort

• Develop a northern Plains Indian display at the tipis. Research the possibility of hav- ing live animals on-site to further develop the daily life experience.

• Construct a mock-up steamboat by the river that visitors could walk through to discover life on Furnishing the bastion will reveal more about daily life at the fort a steamboat and how it impacted and the fur trade. Fort Union.

• Present an ecology walk interpret- Bastion ing the prairie; the restoration of Furnish the bastion to reveal its pur- prairie; reintroduction of native pose and function (Themes A and B). wildlife; defining features of the land; the influence of these natural Storage Range elements on daily life at the fort (link Themes B and D). Reconstruction of the storage range would provide increased • Host a stargazing event with opportunities for park staff to develop storytelling at a campfire to temporary exhibits and present connect visitors to 19th century formal programs as well as offer stargazing and navigation. audiovisual programs year-round. • Identify medicinal plants found This recommendation would only outside of the fort. The plants be adopted with approval provided could be dried and posters could by a new park General Management be made. The uses of the me- Plan and completion of all necessary dicinal plants should be stated. compliance. A policy waiver and

National Park Service 29 Recommendations

approval by the WASO Associate items built by carpenters and more for Cultural Resources and the NPS tools. Director would also be required. With a policy waiver and approval, a Blacksmith Shop complete archeological excavation of the site would be required, including • Continue period dress black- space and funding to treat, curate, and smithing demonstrations. store the resulting major accession. Improve Personal Services The building historically included a company store, storage room, meat Interpreters are the best interactive locker, and a fur storage room with tool in enabling visitors to experience, press. The company store room and understand, appreciate, and make the storage room would be large personal connections with the enough to house an exhibit area and resource. Fort Union’s resources an audiovisual/presentation room. and themes present almost limitless The park does not currently have opportunities for both standard and a dedicated space for temporary innovative interpretive activities. exhibits, presentations, or education As staffing levels permit, and in programs. A fur press could be keeping within the parameters of installed in the fur storage room and the interpretive themes and visitor visitors could have the opportunity to experience goals, volunteers, interns, experience that aspect of the trade. and interpreters should be given a high degree of creative freedom to Inside the Fort explore and experiment with new programs. This will help to maintain • Use formal and informal talks a creative edge and attract new and as well as cultural and historical returning audiences. demonstrations to reveal trading operations and what a typical Fort Union Trading Post National day may have been like including Historic Site reflects more than an the story of how the fort was isolated day in history. It represents a constructed (materials, labor, continuum of events associated with cost, and maintenance); how the fur trade. Interpretive talks, illus- the northern Plains Indians trated programs, and demonstrations contributed to the commercial will be used extensively to emphasize success of the fort; and how the the fort experience. Since personal engages interacted with different services and interpretive programs tribal groups. are relatively easy to change, activities should be evaluated on a regular basis • Provide a guided interpretive walk to discontinue those that are not ef- through the fort discussing the fective, modify or improve those that daily life of fort inhabitants as if require it, and validate those that are the visitors were new traders. successful.

• Continue to offer “Last Bell” tours Specific recommendations include: that re-enact an event from Fort Union’s past using drama and • Expand “Ranger Talks” during luminaries. the day on-site and explore other venues. Carpenter Shed • Continue to offer “Ranger Talks” • Display more historical replicas of in Sidney and Williston. Explore

30 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

the possibility of offering the talks • Distribute and maintain brochure in Minot. stock at local hotels and restaurants. • Offer a tour of the collection. • Participate in state tourism • Develop a project focus for each promotions. season such as creating a dugout canoe. • Identify potential new partners including the oil and gas industries Host Special Events documenting areas of mutual in- terest and/or concern. Determine All special events must relate to the what is the benefit to park and the purpose, significance, and themes and partner organization? How will provide interpretive opportunities. they support each other? For the 2016 NPS Centennial park staff will also strive to be consistent with national and regional efforts by developing appropriate interpretive exhibits, programs, and events at the park as well as working with park partners to create interpretive oppor- tunities beyond park boundaries.

Facilitate the Development and Growth of Existing and Future Partnerships

Interpretive partnerships play a key role in the delivery of essential programs and can also provide op- portunities for enhanced interpretive products and services. Partnerships are most effective when partners share a common goal and can leverage their efforts to accomplish the goal.

Specific recommendations include:

• Improve and increase communi- cation between park and current partners. Fort Union has an • Identify and contact nearby tour- Strengthen Tribal Relations and abundance of artifacts that can be used to ism sites including North Dakota Interpretive Connections reveal the stories of the Group parks to share brochures fur trade era. and cross promote NPS passport Park staff members are beginning to program. develop stronger relationships with the nine northern Plains Indian tribes • Hold partner meetings at the park. that have the strongest connection to Fort Union Trading Post. The most • Work with local community and successful program to date is a collab- partners to organize bus service to oration between three nearby tribes the park. and the park that brings students to

National Park Service 31 Recommendations

present cultural and language dem- • Offer interpretive training oppor- onstrations during the peak summer tunities. season. • Offer career development training. Specific recommendations to further strengthen tribal relations and inter- • Invite tribal representatives to help pretive connections include: develop curricula and plan inter- pretive programs. • Contact Great Plains Tribal As- sociation and the Bureau of Indian • Establish relationships with local Affairs. tribal governments and councils.

• Continue to offer and expand • Highlight successful programs the northern Plains Indian tribal accomplished in cooperation with cultural and language demonstra- each tribe. tions to emphasize the diversity of each tribe. Increase Volunteer Program The Volunteers-In-Parks (VIP) pro- gram could be enhanced with more dedicated NPS supervision, providing VIP accommodations, and an increase in VIP funding. Greater outreach to those volunteers interested in the historic time period represented by the park could produce benefits in research and the availability of period dress interpretation. An effort to en- hance and expand the participation of local volunteers would be beneficial as well.

The park has an active group of vol- unteers that provide Trails and Rails programs. The Coordinator role has been a collateral duty assignment for the Chief Ranger in 2010, but the program will be more effective when supervised by another employee or a long-term seasonal position. The primary role of the coordinator will be to facilitate the retention of current volunteers as well as the development and growth of this program.

Strengthening tribal relationships will help the park expand the number of north- Specific recommendations include: ern Plains Indian cultural and language programs offered. • Prepare a volunteer plan to guide the development and enhance- • Develop a program that highlights ment of the volunteer program. the culture (language, artifacts, stories, traditions, foods) of one • Develop and implement a reten- particular tribe each season or tion strategy that will include cre- month during the season. ating and maintaining a database

32 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

of volunteers; updating position Returning Visitors descriptions and determining how many volunteers are needed Offer programs unique to a particular for each task; communicating trade or aspect of daily life includ- the length of assignment when ing snowshoeing, winter fur trapping recruiting volunteers to minimize skills, and tracking skills. turnover; working with partners Encourage local families to contribute to reduce competition for vol- to an oral history project and share unteers; and working with park their stories at the end of summer. staff to ensure that there is ad- equate oversight and support for First-time Visitors volunteers. Recognize volunteer achievements. • Establish online and on-site trail logs supported with visitor obser- • Develop a needs assessment for vations and experiences. Assess volunteers. Identifying what tasks visual intrusion potential before park staff need volunteer help installing logs on-site. with will provide the coordinator with the necessary information • Develop virtual geocaching sites. to successfully recruit. The assessment also would help Recreation identify potential individuals or group skills that might be needed. • Offer guided hikes to Bodmer For example, youth groups may Overlook. be identified who have an interest • Develop a river-based activity. and skill in developing web-based services. High school students • Offer bird and wildlife viewing may get academic credit for programs. volunteering. • Host a summer bird count focused • Provide more housing for volun- on diversity and relative abun- teers perhaps constructing a new dance of birds trailer pad. • Offer photography classes and • Create a volunteer pamphlet to photo contest with yearly catego- recruit new volunteers incorporat- ries including landscapes, fort, fur ing appropriate elements from the trade life, wildlife, weather, night, servicewide volunteer recruiting and winter. brochure. • Offer art workshops emphasizing • Establish internships with local the work of Bodmer, Catlin, and colleges. Kurz.

Contact a Variety of Visitors • Enlist visitors to become engages and have them participate in park Most interpretive services are devel- projects. oped for a general audience. Most visitors to Fort Union are coming with • Host a series of workshops includ- no specific needs or for any specific ing many uses of the bison, me- reasons. Recommendations were dicinal plants, and traditional food developed to best meet the needs and preparation. opportunities for the following visitor groups to discover the significance of park resources: National Park Service 33 Recommendations

Organized Groups and Tours • Increase the number of family- oriented programs in the daily • Develop Exploritas (Elderhostel) schedule including a Junior Trader and Friend group service projects. program. • Unite all three North Dakota parks via thematic programs Upgrade and Improve Site-Specific (archeology, village life, wildlife, Interpretation rivers). Crow Flies High Village Site

Youth An archeology project recently uncov- • Develop a youth program where ered the area where Crow Flies High the participants make traditional Village was located. Seeking protec- snowshoes, snowshoe on the tion from the Lakota, the Hidatsa prairie in the winter; return in camped close to Fort Buford. Hidatsa summer; and sketch and reflect descendants and elders live on the on changes observed between Fort Berthold Reservation. The site summer and winter visits. offers an interpretive opportunity for them to share their family stories • Develop Boy Scout and Girl Scout about Crow Flies High Village and badge projects and activities. Fort Buford. A self-guided program to the area could be developed using • Encourage a local scout troop to these recorded stories and history. “adopt-the-park.” Missouri River Overlook

The connection of the upper Missouri River to the fur trade and Fort Union is told primarily within the fort. It is equally important to tell the story at or on the river.

Specific recommendations include:

• Tell the story of Fort Buford and the Confluence Center.

• Use maps or a digital media-guid- ed program to explore changes to river and how these changes occurred.

• Conduct plant studies to include historic recording of naturalists Offering more family- oriented programs will and northern Plains Indian inter- provide opportunities for • Expand Fur Trade Life program to pretation. local children to discover include more towns; more sta- what life was like for tions; more programs; and mul- • Conduct a canoe tour and walk in- northern Plains Indian tiple age groups. terpreting various perspectives on children during the fur the river and the fort. trade era. • Encourage local boy and girl clubs to visit and then to present their • Use the map from Hidatsa Re- version of the early fur trade. source Guide to indicate how the Missouri River connected the

34 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

tribes and this area as a global provide the strongest interpretive trading center. opportunities for visitors to discover what inspired Karl Bodmer’s painting. • Conduct morning river bird walk during spring/fall migration. Specific recommendations include:

• Develop a discovery walk using • Adding an audio component to tools of period naturalist to docu- the existing wayside exhibits. ment sights and experiences. • Developing a digital media-guided Bodmer Overlook program.

Located across the highway from Fort • Revising the self-guided brochure. Union, Bodmer Overlook is reached • Developing a discovery walk using by walking approximately one mile tools of period naturalist to docu- across the prairie. The town of ment sights and experiences. Mondak is located along the trail. Due to the remote location and limited • Continue and expand the number staff available interpretive media may of ranger-guided walks.

The upper Missouri River is an important part of the Fort Union and fur trade story.

National Park Service 35 Recommendations

Research and Evaluation Needs

All interpretive programs and services must be solidly grounded in research. In order to fully accomplish the actions included in this plan and support the interpretive themes, the park needs research on the following topics:

• Discerning the relative importance and trade activity of the six primary tribes that traded at Fort Union: Arikara, Cree, Crow, Hidatsa, Ojibway, and Blackfeet.

One of the pillars of the Interpretation and Education Renaissance is the “Culture of Evaluation.” Evaluation also is important in the development of specific media and programs and will be planned as part of all substantial media projects and special programming. Front-end evaluation will inform the project team about what visitors already know about the site before they come, what understandings they may have about the significance of the site, or how to fulfill the visitor’s interest in visiting the site. This type of evaluative study is targeted so that practical use can be made of the results. Formative evaluations allow the team to get feedback on project content before it is fabricated. Knowing how potential visitors react to stories and information or even how the message is displayed can inform and enhance the media product and the overall visitor experience. Summative evaluations are valuable in helping to determine the effectiveness of final media, facilities, and programs – i.e. whether the intended themes are being communicated, if people are actually making use of the information, or if visitor behavior is affected. Summative evaluation may even be a necessary follow-up for certain sources of funding such as foundation grants.

• To improve programs and services, conduct informal types of evaluation such as asking individual visitors why they came to the park and what they expect from their visit.

36 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

Staffing and Training Needs

In order to fulfill the vision of this plan, additional funding will be required. In- crease funds will enable the park to hire additional interpretive staff. Staff needed include an education specialist who will also serve as the Trails and Rails coordi- nator. These additional positions will allow the Chief Ranger to focus on other management responsibilities and the Park Ranger to provide more in-depth inter- pretive services. Operations Formulation System (OFS) and Project Management Information System (PMIS) funding requests will need to be submitted to acquire these additional positions.

The following table shows the current and projected staffing plan required for full implementation of the recommendations in this Long-Range Interpretive Plan.

Title Grade Type Funded FTE Unfunded Chief Ranger 11 PFT ONPS 1.0 Park Ranger 9 PFT ONPS 1.0 Park Ranger 5 Seasonal ONPS 2.5 1040 hours Education Specialist 9 PFT ONPS 1.0 / Trails and Rails Coordinator

Training

A trained and motivated workforce is necessary for any successful park operation. Emphasis should be placed on accountability for interpretive standards to be applied or adhered to when any park employees or volunteers present interpretive programs, design publications, media, and exhibits, or present curriculum-based educational programs. Ensure that all staff members who provide interpretive services are held to the appropriate NPS standards as defined in the Interpretive Development Program and be trained accordingly.

Because volunteers are an important part of the workforce, interpretive staff members require an appropriate level of volunteer supervisory training.

Fort Union Trading Post National Historic Site interpretive staff (paid and volunteer) will benefit from the following:

• Increased interpretive training opportunities

• Coaching and training provided by the NPS Interpretive Development Program registered park coach

• General skills training and expanded training opportunities to focus on specific skill sets needed

• Black powder training

• Training to determine and develop a structure for the interpretive program

• Cultural awareness and sensitivity training

National Park Service 37 Recommendations

Implementation Plan

The measure of success of any plan is the extent to which it is implemented. Initial implementation of strategies needs to be both realistic and flexible. Because funding opportunities and priorities often change, park management may need to adjust the implementation strategies to adapt to changing conditions. The park interpretive staff and key park partners should meet each year to draft an Annual Implementation Plan for each new fiscal year based on funding opportunities and coordination with other projects. Flexibility is extremely important to allow park staff and partners the opportunity to try new and different interpretive ideas and make adjustments as necessary.

During the 2010 Recommendations workshop, the participants agreed to divide the actions necessary to implement the recommendations into short-term (1-3 years), mid-term (4-6 years), and long-term (7-10 years) goals. Most of the recommended actions for curriculum-based education programs and personal services are dependent on the hiring of new staff. Other action items can be implemented immediately, within existing funding and staffing levels.

Emphasize the Fort Experience

Short-term

• Present skills demonstrations.

• Present historic weapons demonstrations.

• Explore and research how to include animals in Fort Experience including Bent’s Old Fort National Historic Site example.

• Put ammo boxes and mock rifles in bastions to begin furnishings program.

• Continue to work with three northern Plains Indian tribes to offer cultural and language demonstrations.

Mid-term

• Offer a summer project that visitors can participate in.

• Plant garden and include foodways in interpretive program.

• Increase bastion furnishings program.

• Extend the amount of time that the buffalo hide tipi is displayed

• Expand to four the number of tribes offering cultural and language demonstrations.

Long-term

• Develop winter fort experience.

• Expand to nine the number of tribes and for the first time include French, German, and Spanish high school classes offering cultural and language demonstrations.

38 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

Strengthen Tribal Relations and Interpretive Connections

Short-term • Continue to work with five northern Plains Indian tribes to offer cultural and language demonstrations. • Offer interpretive training opportunities.

Mid-term

• Expand to four the number of tribes offering cultural and language demonstrations. • Offer career development opportunities training. • Invite tribal representatives to help develop curricula and plan interpretive programs. • Increase interpretive training opportunities. • Develop internships in cooperation with local community colleges. • Establish relationships with local tribal governments and councils. A result of these relationships may be the establishment of a council of American Indians that would advise the park on interpretive services related to American Indian history and culture. • Highlight successful programs accomplished in cooperation with all northern Plains Indians tribes.

Long-term

• Expand to nine the number of tribes offering cultural and language demonstrations.

Increase Training Opportunities

Short-term

• Offer interpretive training opportunities. • Offer skills training. • Offer black powder training. • Get training in framework development. • Offer cultural awareness training. • Build a structure for developing interpretive programs. • Coaching and training by the NPS Interpretive Development Program registered park coach.

Mid-term

• Offer career development opportunities training. • Expand training opportunities to focus on specific skill sets needed.

National Park Service 39 Recommendations

Improve Personal Services

Short-term

• Offer skills demonstrations.

• Offer historic weapons programs.

• Expand “Ranger Talks” during the day on-site and explore other venues.

• Continue to offer “Ranger Talks” in Sidney.

• Offer natural history walks and tours at the river and Bodmer Overlook.

• Offer a tour of the collection.

• Continue to work with three northern Plains Indian tribes to offer cultural and language demonstrations.

Mid-term

• Develop project focus for each season such as creating a dugout canoe.

• Create an archeology object of the month program.

• Expand to six the number of tribes offering cultural and language demonstrations.

Long-term

• Expand to nine the number of tribes and for the first tine include French, German, and Spanish high school classes offering cultural and language demonstrations.

Develop and Provide Curriculum-Based Education Programs

Short-term

• Create a stronger curriculum-based program with the cultural and language demonstrations.

• Develop an education plan.

• Request funding for an education specialist position.

• Identify target grades and schools.

• Seek distance learning funding.

• Create a teacher advisory group.

• Use a Teacher-Ranger-Teacher program to achieve short-term recommendations.

Mid-term

• Develop internships in cooperation with local community colleges.

40 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Recommendations

• Recruit and hire an education specialist.

• Develop partnerships within the local education community.

• Develop lesson plans.

• Host teacher workshops.

• Seek transportation funding.

Long-term

• Utilize peer teacher program.

Contact a Variety of Visitors

On-going

• Continue Trails and Rails program.

• Continue relationship with Williston Convention and Visitors Bureau and North Dakota State Tourism Office.

• Continue 30-second public service announcements on cable television.

Short-term

• Continue roadside billboards (paid for by Fort Union Association) in Williston, Sidney, and Watford City.

• Cultivate press contacts and increase number of press releases submitted.

• Send announcements into NPS ParkTips.

• Write and submit quarterly articles to local media.

Mid-term

• Write and submit monthly articles to local media.

• Develop guidance and expertise on how to use social media.

National Park Service 41 Appendices

A beaver felt top hat and a stamped clay pipe were common items owned and used by Euro-American employees working at Fort Union Trading Post.

42 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Appendices

Appendix A: The Planning Team

National Park Service

Fort Union Trading Post NHS

Andy Banta, Superintendent Audrey Barnhart, Curator Dennis Borud, Maintenance Worker Robert O. Guderjohn, Volunteer Randy Kane, Chief Ranger Tara Richardson, Intern Richard Stenberg, Seasonal Interpretive Ranger Loren Yellow Bird, Park Ranger

Toni Dufficy, Interpretive Planner (Team Captain) Eileen Andes, Chief of Interpretation, Theodore Roosevelt National Park Maureen McGee-Ballinger, Chief of Interpretation and Cultural Resources, Knife River Indian Villages, NHS Valerie Naylor, Superintendent, Theodore Roosevelt National Park

Park Partners

Rebecca Brady, Three Affiliated Tribes Tribal Tourism Russell Larson, Video Production, KXMD CBS 11 Doreen Chaky, Board Member, Fort Union Association Rod Lassey, Board Member, Friends of Fort Union Earle Dodd Roxanne Llewellyn, Board Member, Fort Union Association Marigene Dodd Robert McGee-Ballinger Doug Flaten, Board Member, Fort Union Association Donald B. Miller Laurie Furuseth, Board Member, Fort Union Association Gerald Miller Jason Germundson, former employee; assistant principal Tony Moran, Sr., Tribal Operations, Trenton Indian Service Area Williston High School Vern Neff, Former Member, Fort Union-Yellowstone Missouri Rolf Gjorven, Farmer Conference Commission Karla Hauk, Administrative Counsel, Trenton Indian Service Karen Paetz-Sitting Crow, Tribal Tourism Development and Area Curriculum Specialist, Three Affiliated Tribes Tribal Tourism Ken Hegge Reyna L. Perez, Teacher, Brockton Schools Greg W. Hennessy, Chairman, Friends of Fort Union Lois Rennerfeldt, Treasurer, Friends of Fort Union David Herring, Board Member, Fort Union Association David Richter, Coordinator, Great Northwest Education Erik Holland, Site Supervisor, Fort Buford Historic Site and Cooperative Missouri-Yellowstone Confluence Interpretive Center Nick Smith, Reporter, Williston Herald Kim Holloway Jan Solem, Vice President for Student Services, Williston State Mark Holter, Board Member, Fort Union Association College Becky Kallevig, Teacher, Sidney, Montana Dean Strinden, Director Emeritus, Friends of Fort Union Frank P. Keogh, Board Member, Friends of Fort Union Pat Wilson, Chair, Fort Union Association Amy Krueger, Director, Williston Convention and Visitors Dwight E. Vanatta, neighbor (farmer) Bureau Bernadette Wind, Teacher, Brockton Schools

National Park Service 43 Appendices

Appendix B: Accessibility Guidelines

Every attempt will be made to provide full access to interpretive media and programs to ensure people with physical and mental disabilities have access to the same information necessary for safe and meaningful visits to national parks. This is in compliance with the National Park Service policy:

“ …To provide the highest level of accessibility possible and feasible for persons with visual, hearing, mobility, and mental impairments, consistent with the obligation to conserve park resources and preserve the qualities of the park experience for everyone.”

NPS Special Directive 83-3, Accessibility for Disabled Persons

All interpretation will follow general standards for accessibility as described in the Harpers Ferry Center Programmatic Accessibility Guidelines for Interpretive Media http://www.nps.gov/hfc/pdf/accessibility/access-guide-aug2009.pdf.

The Main Gate into Fort Union Trading Post

44 Fort Union Trading Post National Historic Site Long-Range Interpretive Plan Both reproductions, these items detail the extensive work and talent a All photo credits: National Park Service typical Northern Plains Indian possessed. Fletching an arrow or breading an entire knife sheath took practice, diligence, and skill.

National Park Service 45 Harpers Ferry Center National Park Service U.S. Department of the Interior

Fort Union Trading Post National Historic Site

15550 Hwy 1804 Williston, ND 58801 701-572-7622

www.nps.gov/fous

1843 Peace Medal