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Registration form for the interactive assembly program that explores the daily life of a voyageur, including historical discussions and student participation.
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How to fill out The Day in the Life of a Voyageur Assembly Program

01
Gather all necessary materials, including handouts, visual aids, and any equipment you may need.
02
Begin with a brief introduction about the Voyageur lifestyle and its significance in history.
03
Outline the daily activities of a Voyageur, highlighting their roles and responsibilities.
04
Use storytelling techniques to engage the audience by sharing anecdotes about a day in the life of a Voyageur.
05
Incorporate interactive elements, such as role-playing or demonstrations of Voyageur skills (e.g., paddling a canoe, preparing meals).
06
Allow time for questions and discussions to clarify any points and encourage engagement.
07
Conclude with a summary of the key points discussed and the importance of the Voyageur heritage.

Who needs The Day in the Life of a Voyageur Assembly Program?

01
Educators looking to provide a unique historical experience for students.
02
Community organizations seeking to promote cultural awareness and heritage.
03
Schools and youth groups interested in immersive learning experiences.
04
Families looking for engaging activities that teach about history.
05
History enthusiasts and local tourism boards wanting to showcase regional history.
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Voyageurs were independent contractors, workers or minor partners in companies involved in the fur trade. They were licensed to transport goods to trading posts and were usually forbidden to do any trading of their own. The fur trade changed over the years, as did the groups of men working in it.
Not only did the voyageurs paddle their canoes with a crew of four to six, but they would also portage their cargo. North Canoes had the capacity to carry up to 3500 pounds including 25 to 30 bales of goods. The voyageurs were expected to portage two bales each time they walked the portage route.
A voyageur was strong but small — ideally, 5-feet, 4-inches because long legs wouldn't fit well in a crowded canoe. Voyageurs paddled 30 miles or more a day — 55 strokes per minute for 14 hours.
coureurs de(s) bois) were independent entrepreneurial French Canadian traders who travelled in New France and the interior of North America, usually to trade with First Nations peoples by exchanging various European items for furs. Sometimes they operated in competition with the larger and licensed voyageurs.
When a youth had developed his arm and back strength, he could become a voyageur, about age 16, but some started as early as age 11. Voyageurs had to carry two 90-pound bundles of fur or trade goods over portages (and some carried more — they liked proving themselves). This job was at the lowest level in the fur trade.
The voyageurs slept under their canoes, enduring mosquitoes, cold, sun and rain. They also had to be strong enough to carry 2, 40-kg bales on their backs during a portage. Since the route to Lake Athabasca was too long (more than 4 500 km), the bourgeois from the North West Company divided it into 2 sections.
They were called "voyageurs". Usually illiterate, jovial and hardy, they were in search of adventure. They were known for their typical dress: red or blue tuque, arrow-head sash, moccasins, hood The voyageurs paddled for 14 to 16 hours a day while singing to keep up the rhythm.
Voyageurs, North Men and Montrealers, made up the bulk of the fur trade employees at Grand Portage. These hardy souls would spend weeks to months in the wilderness transporting trade goods to remote posts either in canoes or on their backs.

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The Day in the Life of a Voyageur Assembly Program is an educational initiative designed to provide participants with hands-on experience and insights into the daily life and culture of the Voyageurs, early fur traders in Canada.
Typically, participants, educators, or organizers involved in the assembly program are required to file reports related to the program for evaluation and documentation purposes.
To fill out the program, participants should provide detailed descriptions of activities, experiences, and learning outcomes. Forms are usually provided and should be completed following the guidelines set forth by the program administrators.
The purpose of the program is to educate participants about the history, skills, and lifestyles of the Voyageurs and to promote cultural heritage awareness among different communities.
Participants must report on activities completed, insights gained, challenges faced, and overall reflections of their experience during the assembly program.
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