The Great Expedition!

Teacher Page

Introduction:

This webquest meets the learning outcomes for Social Studies in the grade 4/5 IRP.  It is designed as a lesson aid to a culture of the Fur Trade unit. Prior to use of the webquest, students will have learned background information about the fur trade and its culture. This will help the students to complete each task. 

Process:

STEP 1:  You will put students in pairs.  Designate one as the Captain and one as the Navigator.

STEP 2:  The student's task is to embark on an expedition and to record their discoveries as a journal entry. They will be responsible for discovering the answers to the questions. 

Role of Captain: to find out about the ways of the fur trade (culture, people, articles traded).

Role of Navigator: to find out what supplies are needed to take on the expedition.

 Mr. Beaver demands the following information:

·        Supplies needed for the expedition.

·        Supplies needed for trading.

·        Ways of the fur trade.

a)     Go to the Online Resources and Questions to discover the answer for the Questions.

b)    Enter the answer in your journal (following Rubric expectations given by your teacher).

c)     Record at least three more interesting discoveries you have made from your research.  

STEP 3: You will instruct students to use a computer program (Inspiration) to create a brainstorm bubble map that will organize their journal information. This will help them organize their ideas for their final presentation. 

STEP 4:  Once students have completed step 1, 2, and 3 they will be ready for step 4. They will do a presentation, which can be done in their choice of either a role-play activity or an oral presentation.  
Note: It is up to the teacher to set the criteria they want for the presentations. Students will need instruction on how to give this kind of presentation.

From their journal entries and the brainstorm bubble map the team of students will have information that will help guide the company's expansion in the fur trade in the West. Their presentation must address:

• What the people need in order to travel there (supplies).
• The supplies needed for trading in the fur trade.
• The system of the fur trade (the people and the culture)
• What they will encounter in the new area in the West.

Evaluation:

Follow the student page and find the evaluation rubric.

Conclusion:

Once students have completed this webquest, along with the unit, they will have a better understanding and possibly a different viewpoint of what life was like in the fur trade from the perspective of the Native Indians and the Fur Traders.