Exploration
the Fur Trade and Hudson's Bay Company
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Renewing a Contract with HBC
In this lesson, students will research occupations in the fur trade and draw up a contract for the work as if they were the worker or the owners of Hudson's Bay Company.

PDF Version (29 KB)
RTF Version (425 KB)
Word Version (350 KB)


Subject/Ages
Social Studies (History), Ages 10 to 13


Overview
The first portion of the activity involves an introduction to the concept and language of contracts.

The second portion involves a small-group research of different occupations in the fur trade.

The third portion involves negotiating a contract between different groups.

Note that there are two printable versions. The Rich Text Format (RTF) can be altered to suit your classroom needs.


Outcomes (WCP, APEF); Expectations (ON); Objectives (QC)

Social Studies Outcomes
By the end of these activities, students should be able to:

  • Identify some of the consequences of Aboriginal and European interactions
  • Analyze, classify, and interpret information
    Language Arts Outcomes

(R) Reading:

  • Read non-fiction materials for a variety of purposes

(W) Writing

  • Produce pieces of writing using a variety of forms (e.g. contracts), techniques and resources appropriate to form and purpose
  • Communicate ideas and information for a variety of purposes and to specific audiences

(O/V) Oral and Visual Communication

  • Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
  • Contribute and work constructively in groups

These Language Arts Outcomes correspond to:

  • WCP GO - R: 3.2; W: 3.2, O/V: 5.2, 5.1
  • Quebec objectives - 2 (Reading); 1 (Writing); 2, 1 (Oral)
  • APEF CGO - R: 4; W: 5; O/V: 1, 2.1


Materials/Resources Required


Links
Early Canadiana Online: Exploration, the Fur Trade and Hudson's Bay Company
URL: http://www.canadiana.org/hbc/

Hudson's Bay Company History Page
URL: http://www.hbc.com/hbc/e_hi/default.htm (English)
URL: http://www.hbc.com/hbcf/f_hi/default.htm (français)

The National Library of Canada: Pathfinders and Passageways
URL: http://www.nlc-bnc.ca/explorers

The Virtual Museum of New France
URL: http://www.civilization.ca/vmnf/explor/explcd_e.html
Musée Virtuel de la Nouvelle-France
URL: http://www.civilization.ca/vmnf/explor/explor_f.html


Previous Knowledge
Students will need:

  • Knowledge of basic writing style and language conventions appropriate to grade level.
  • Some basic knowledge of Canadian history
  • Some basic knowledge of Canadian history an understanding of
  • Web navigation symbols, tools and terminology, particularly the tools used in Exploration, the Fur Trade and Hudson's Bay Company site.


Lesson Opener
Create/review a class contract for behaviour and teaching. Examine the obligations of both sides and the language used. Key questions:

  • What is a contract?
  • What are the reasons for contracts?


Procedure

Small Group Work
Students are invited to use the ECO Exploration, the Fur Trade and Hudson's Bay Company, as well as other sources identified, to complete a table (see Student Handout) of words and phrases that describe the duties, responsibilities and conditions that face one of several different occupations:

  • Coureurs de bois
  • First Nations fur traders
  • Women working in the forts

Groups are then asked to divide into two groups, representing:

  • Hudson's Bay Company management
  • The workers

Each group then has to identify which of the items on the list are most important to them.

Management will need a list of

  • Things they want the workers to do or accept to make their company do better
  • Things they will not give up
  • Things they think they can give without hurting the company

Workers will need a list of

  • Things they currently do that they hate, in order or importance
  • Things they would like to make their job better
  • These must be put together into a list of demands
  • They should also make a list of things they are willing to keep doing or give to management

Once both groups are finished, they should exchange lists and negotiate. This is done by going through each item on each list. If an agreement is made on a certain point, it should be put onto a list as part of the draft contract. They should be willing to give some things up to gain some things.

When they have finished negotiation, they should draft a contract and present it to the class. Contracts can be displayed in a manner that suits the resources of the class.


Summary
Key questions:

  • Do you think the contract was fair?
  • What did you like/dislike about it?
  • Can you live with the agreement?
  • What have you learned about negotiations?


Evaluation
See the Assessment Sheet. Educators may also wish to use student-developed rubrics.


Homework/Extension

  • Students may want to compare the effects of a monopoly versus competition on a business. A list of advantages and disadvantages of both can be created.
  • Students can research the business of starting the fur trade. What was involved? How much did it cost? How to evaluate the cost of business versus the potential profit?

 

 
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