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The French Fur Trade

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The French Fur Trade TEACHER RESOURCE LESSON PLAN THE FRENCH FUR TRADE MI GLCES – GRADE THREE SOCIAL STUDIES H3 – History of Michigan Through Statehood • 3-H3.0.1 - Identify questions historians ask in examining Michigan. • 3-H3.0.6 – Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood). • 3-H3.0.7 – Use case studies or stories to describe how the ideas or actions of individuals INTRODUCTION affected the history of Michigan. This lesson helps third grade students understand E1 – Market Economy the life and culture of the early French settlers that • 3. E1.0.1 – Explain how scarcity, opportunity lived in Michigan in the first half of the 18th century. costs, and choices affect what is produced and This lesson includes a comprehensive background consumed in Michigan. essay on the French and New France, as well as a list of additional resources, and copies of • 3.E1.0.3 – Analyze how Michigan’s worksheets and primary sources. natural resources influenced its economic development. ESSENTIAL QUESTIONS COMMON CORE ANCHOR STANDARDS - ELA How did the fur trade work, and why was it important to the economy in Detroit and the region? Speaking and Listening • 1 - Prepare for and participate effectively in a range of conversations and collaborations with LEARNING OBJECTIVES diverse partners, building on others’ ideas and Students will: expressing their own clearly and persuasively. • Learn the important role Detroit played in the fur • 2 - Integrate and evaluate information presented trade. in diverse media and formats, including visually, • Gather and analyze information through small quantitatively, and orally. group discussion. Writing • Illustrate jobs at each step of the fur trade route • 3 - Write narratives to develop real or imagined through group skits. experiences or events using effective technique, • Demonstrate and apply the principle of supply well-choosen details, and well-structured event and demand. sequences. LESSON PLAN: THE FRENCH FUR TRADE BACKGROUND ESSAY After Columbus discovered the “New World,” source of fur and to make their fortune selling them people from many nations sailed across the Atlantic in France. The trading and transportation of furs, Ocean. In general, these travelers were looking for especially beaver, became the most important one (or more) of three things: economic force in Michigan between 1700 and 1815. Rich goods and wealth: Stories from the first The fur business became a trading business sailing expeditions told about great wealth in the because the Native American cultures did not want New World – gold, silver, furs, spices, wild animals European money; they preferred to trade for goods. and unique plants. Adventurers also sailed to the The fur trading process followed the seasons, New World to find an easier sailing route to Asia, moving goods when the rivers weren’t frozen. Native which would open up new trade routes. Americans and French trappers spent the fall and New territory: Many European Kings wanted new winter hunting, trapping, and skinning the animals. In land, or colonies, to make their kingdoms larger. the spring, merchants from coast cities on They offered generous rewards the Atlantic Ocean to men who sent men and would sail the trading supplies seas, build forts, westward through and claim new the Great Lakes land for the king. waterways. Tools, A new life: blankets, silver, Some travelers muskets, and had fallen on hard glass beads were times where they distributed to lived, and were traders and taken looking for a new to smaller trading home with lots of posts. land, few laws and In the spring, restrictions, and the traders met great opportunities. the trappers to Starting in the bargain for animal early 1600s, many European pelts, sometimes at the trading posts and sometimes nations sent ships, explorers and settlers across the at Native villages. The traders transported the pelts Atlantic on huge sailing vessels. Many settled on the to large trading centers on the Atlantic Coast, where Atlantic coast of North America. For example, the huge merchant sailing ships waited to carry the French settled along the east coast of Canada, the furs to Europe. In return, the merchants and sailors British settled in Massachusetts and Virginia, the in Europe shipped back supplies to continue the Dutch settled in New York and the Spanish settled trading process the next spring. in Florida. Some groups, especially the French, sent By the 1690s, the French traders had brought so smaller boats inland to explore the Great Lakes many furs to France that the prices dropped. Also, region. the French had started quarreling with the Native Under the powerful King Louis XIV, France American tribes in northern Michigan. King Louis XIV became a center of European fashion. Fur coats decided to stop the fur trade in Michigan. He closed and hats were a sign that a person was rich and all the forts, including those in Mackinac and St. important. There were not enough fur-bearing Joseph, and called the traders back to France. animals in Europe to supply all who wanted them, Antoine de la Mothe Cadillac was a Frenchman and as a result, furs were very expensive. French stationed at Mackinac in the 1690s. After he returned voyagers traveled to the New World to find a bigger to France, he persuaded King Louis XIV that a LESSON PLAN: THE FRENCH FUR TRADE French military post and colony at the southern part arrived to meet their needs. Barrel makers provided of the Great Lakes would be the best way to secure, storage for grain, beverages and gunpowder. Bakers control and protect French interests in the area. The made bread, cakes and pastries. Carpenters built King agreed to Cadillac’s idea. houses, buildings and boats. Blacksmiths forged Cadillac picked the location for his venture and metal tools and shoed the horses. called it Detroit, which is a French word for “the Cadillac invited Native Americans to live near straits.” A strait is a waterway that connects two the fort as trading partners. For Native women in lakes. Cadillac arrived at Detroit on July 24, 1701, the area, life continued according to tradition. They equipped with men and supplies to build a fort and contributed to the tribal community by tanning hides, settlement for the French King. making clothes, gathering food, raising children Detroit was a strategic place for the fur trade and caring for elders. Some Native women married in Michigan. The Detroit River connects the Great French trappers and learned to speak French. Lakes of Erie and Madame Cadillac was the first Caucasian woman Huron. Lake Erie to live in Detroit. For connects to Lake Caucasian Ontario, and women, daily Lake Ontario life in Detroit connects was very with the Saint different than Lawrence in Europe or River. The Saint Canada, where Lawrence River they shopped connects to the at city markets Atlantic Ocean. for many family This 2,000 needs. Instead, mile waterway they carried made it water to the possible for house from the the French to river, cooked reach the heart of the American continent. Detroit over a fireplace was a perfect location for a settlement and a fort and made their own soap, clothes, food and toys. If because the river was narrow and easy to defend children learned to read and write, it was the women against invaders. Also, the land was perfect for who taught them. There were no schools during this planting and farming. frontier century. Women coming from Europe and Canada to the Detroit frontier had to work very hard What Was Daily Life Like at Le Détroit? and learn many new life skills. For almost fifty years, a bustling trading community grew on the Detroit River. For the first time, the land at the river was claimed and “owned.” French seigneurs, or nobleman, owned the lands; they also owned animals, fruit trees and important buildings like the church, the gristmill and the brewery. French settlers, called habitants, found jobs working on the seigneur’s property. As the number of traders, military men, women and children in the fort grew, skilled tradesmen LESSON PLAN: THE FRENCH FUR TRADE MATERIALS USED skit showing what their job is. They can use the Data Element document(s) in the skit if they want. Data Elements Allow 15-20 minutes in groups while monitoring • Photo: Beaver Pelt their progress. • Chart: Fur Trade 4. Ask each group to share their skits. • Letters: Fur Trade 1833 5. Use the following scenarios to lead a discussion • Letters: John Askin of how the process of supply and demand might • Illustration: Royal Exchange be interrupted or changed by different factors. Ask groups how their jobs might be affected. • The Hat Maker Lead students in writing and developing stories • Variations on the Beaver Hat to summarize: • Painting: King Louis XIV and Cadillac • There is a bad trapping season and the Worksheet number of beavers trapped is less than expected. • Fur Trade Job Descriptions • Native Americans capture the boat carrying Pencils and paper furs to Montreal. • Native Americans need different trade goods. LEARNING SEQUENCE • A better beaver trap is designed. 1. Divide the class into seven groups representing • A storm at sea sinks the ship with furs that is the different steps along the fur trade route and bound for London. provide the Fur Trade Job Description sheets and relevant Data Elements as follows: • A disease (such as cholera) sweeps through the Native American villages. • Native American trappers: Photo: Beaver Pelt and Chart: Fur Trade • War breaks out in Europe and/or war breaks out in America. • Voyagers: Letters: Fur Trade 1833 and Letters: John Askin • The government imposes taxes on furs or requires hunting licenses.
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