Supporting Question 1: Who were the first western explorers and traders to visit the Northern Great Plains?

The first supporting question, “Who were the first western explorers that we have written records for and traders to visit the Northern Great Plains?” helps students use sources to unwrap the context of the time and topic being examined. By the early 1700s, land on the northern Great Plains was being claimed by European countries even though they did not really know much about the territory and several Native American tribes already lived there. Some explorers and traders came across land, but many used waterways and existing trade networks already established by Native American tribes. Complete the following task using the sources provided to build a context of the time period and topic being examined.

Formative Performance Task 1

Read the featured source A, “An Introduction to the History of the Fur Trade on the Northern Plains” by W. Raymond Wood. What is author’s historical argument or thesis statement? What does the source tell us about the fur trade? What else can you find? Create a chart of the explorers and traders of the northern Great Plains, the dates of exploration, items traded, the tribes they visited, and types of relationship formed.

Featured Sources 1

The source featured below is a secondary source. Secondary sources are accounts or interpretations of historical events, people, places, and ideas by someone who does not necessarily have firsthand experience with the subject. This is the material that historians and other researchers have written about primary sources and events, ideas, and people of the past. Secondary sources are the products of historical work including exhibits, websites, documentaries, performances, books, and other publications. When students read or view secondary sources, they should pay careful attention to where the information comes from. What sources did the author use? They should be listed in the bibliographies of what they have read. Do these secondary sources seem reliable? Are they corroborated? Does the evidence support their claims? When students read or view secondary sources, they should also explore additional sources, including primary sources, to get an accurate understanding of the context and if the author wrote a valid, accurate, and thoughtful interpretation. What is the author’s historical argument, or thesis statement? Are their claims logical and supported by evidence? Further research of materials and sources can either prove or disprove the students’ argument.

Learn more about the history of the fur trade in North Dakota by visiting the North Dakota Heritage Center & State Museum, the David Thompson State Historic Site, or Fort Union Trading Post National Historic Site.