ADST PROJECTS - Fur Trade Explorer's Guide

Fur Trade Explorer's Guide

Grade 4 | Science, Math, ELA, Art Education, ADST

Students step into the role of an experienced fur trade explorer who has already survived one expedition and is preparing to go again, this time by writing the guide they wish they'd had. Their challenge is to design an Expert Field Guide that helps new explorers survive and succeed: a guide that explains what to expect, shows smart supply decisions, and gives genuine expert advice. Along the way they plan a realistic budget under real constraints, write from an authentic expert perspective, and design a guide where every visual choice serves the reader rather than decorating the page.

How it supports the curriculum

Big Ideas

The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada; Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity; The choice of technology and tools depends on the task.

Content Connections

Socials Studies
- Explain the significance of the fur trade in Canada
- Recognize the role of First Nations people in the history of Canada.
- The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.

Curricular Competencies

Social Studies:
- Build understanding of how the environment affects exploration, travel and settlement;
Language Arts:
- Use writing and design processes to plan, develop, and revise texts for a specific purpose and audience.
- Develop written language skills by writing in the perspective of an explorer to thoughts, reactions, and opinions about Canada’s history;
- Explain ideas clearly so someone else can understand and use them.
- Provide feedback on others' work and revise writing based on feedback from others to improve clarity and usefulness.
Math
- Apply financial literacy skills to make informed spending and budget decisions.
- Estimate and calculate mathematical solutions
ADST
- Choose appropriate tools (Canva) and materials to create a product (Explorers' Guide) for an intended audience
- Develop visual communication skills through planning, drafts, and refinement
Art Education
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.

Classroom Things Needed

Technology: Chromebooks

Services: Google Classroom, Seesaw, Canva

Teacher Skills needed

👉 Note: We can help build your confidence with all of these skills before and during the project!

Google Classroom: Creating assignments and collecting projects.

Canva: Working knowledge.

Seesaw: Assigning reflection templates.

Student Skills needed

👉 Note: Just like the teacher skills, we can help build students' confidence with all of these skills before and during the project!

Google Classroom: Navigate Classroom confidently, find assignment, hand in work.

Canva: Create multiple pages with text and images.

Seesaw: Document their progress and reflect using text, photo, video, and/or audio recordings.

Project Outline
Duration: 4-6 weeks

Phase 1: Fur Trade Inquiry

Build knowledge of the Canadian Fur trade, including history, geography, notable players, indigenous perspective and challenges. Who was involved in the fur trade, why Indigenous knowledge and relationships mattered, and why planning mattered.

Phase 2: Launch Event

Students are introduced to the project and their role: They’ve just returned from a fur trade expedition, and survived with new knowledge. New explorers are heading out, and they need help. Discuss: what could go wrong, and what matters most?

Phase 3: Character Creation

Students adopt the role of a fur trade explorer, and write a short backstory, their role and responsibilities on the expedition. Teacher should provide guidance and assign roles as necessary. Students can receive a detailed character role card (voyageur, trader, interpreter, quartermaster, hunter, or trapper) describing that person's responsibilities, experience, and perspective, giving them a foundation for writing in character.

Phase 4: Planning the Expedition

In small expedition groups, explorers share their role and expertise. They must collaborate on how to prepare for the expedition, with a limited budget and space for supplies. They will use financial literacy skills and critical thinking to justify their packing decisions. Students should reflect individually on their contribution to the expedition.

Phase 5: Roleplaying

With the expedition underway, the teacher can provide challenges like a broken canoe, storm, or animal attack, etc. that the small groups must adapt to, and make critical decisions in order to advance their expedition. Provide a reflection opportunity for students to share their progress and decision making.

Phase 6: Creating the Field Guide

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