Last Mountain House Fur Trade Program

  • Grades 4-6
  • located at Last Mountain House Provincial Park
  • An activity filled day where students will simulate a day in the life of a Hudson's Bay Company trader in 1869.  Half of the day will be spent inside the fur trading post learning how to grade animal hides, learning about the trade items and what life at the post was like.  The other half of the day will be spent outdoors in the nearby coulee participating in challenges that trappers would have faced: snowshoe racing, log throwing, snow snake, ice worm hunt. 
  • Lunch will be in the coulee.  Roasting sticks will be provided for students who would like to cook hotdogs and marshmallows.
  • full day field trip
  • Students will be outdoors for half the day and need to be prepared with proper clothing, footwear, a nutritious lunch, snacks, and adequate water.
  • Buildings and outhouse are wheelchair accessible.  Students requiring a wheelchair can access the coulee by using the Outdoor Education sled. 

 Related Documents:

Last Mountain House Fur Trade Student Checklist
Dog Sledding Vocabulary
Fur Trade Program Outline
Last Mountain House Slide Show

 

Online Resources:

                   Hudson's Bay Company Learning Centre

                             Educational and Teacher Resources                                                                     

 

 

Curriculum Connections
 

Outcomes

Indicators

Grade 4

Social Studies

IN4.2 Describe the origins of the cultural diversity in Saskatchewan communities.
a,b,c,h
 

Social Studies

DR4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.
c,g
 

Social Studies

RW4.1 Analyze the strategies that Saskatchewan have developed to meet the challenges presented by the natural environment
b,f
 

Health

USC4.1 Assess what healthy eating and physical activity mean for pre/adolescence.
c,d,e,g
 

Health

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.
a,b,c,h
 

Phys Ed

PE4.10 Apply tactics, strategies and rules necessary for safe and inclusive involvement in movement activities, including but not limited to co-operative and competitive lead-up games as well as alternate environment activities, when alone and with others.
a,b,d,e,f,g,i
 

Phys Ed

PE4.11 Incorporate safe practises (e.g., warm-up, cool-down, safe stretching, protective responses, proper attire, well-maintained equipment) for the prevention of injury and investigate basic first aid associated with care of illness and injury resulting from participation in movement activities both in and out of physical education class.
a,b,g

Grade 5

Social Studies

DR5.1 Analyze the historic and contemporary relationship of people to land in Canada.
d,e
 

Social Studies

DR5.2 Assess the impact of the environment on the lives of people living in Canada.
e
 

Social Studies

DR5.3 Identify European influence on pre-confederation Canadian society.
a,i
 

Social Studies

PA5.1 Describe Canada's political evolution.
a,e
 

Health

USC5.1 Analyze personal eating practices.
a,k
 

Phys Ed

PE5.9 Make decisions about how to prevent and care for common movement activity-related discomforts and injuries (e.g., stiffness, nose bleeds, and sprains).
c

Grade 6

Phys Ed

PE6.10 Apply controlled use of selected movement skills and variations (i.e., locomotor, non-locomotor, and manipulative skills) as well as safe and environmentally friendly behaviors while participating in a variety of alternative environment activities and body management activities including dance and educational gymnastics , as well as others.
c,d,e,f
 

Phys Ed

PE6.13 Analyze and apply safety guidelines and rules that apply to the target games, invasion/territorial games, and alternate environment activities to develop an appreciation of their impact on self and others.
a,b,c