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Fort Langley National Historic Site

Teacher Information

Prepare for your Field Trip

Before the Visit

  • When you book, we will assign you a number of “brigades” – or groups of about 15 students – into which you need to organize your students. Plan your brigade groupings in advance, and assign a parent helper to each group. 
  • Ensure students are dressed for the weather, including outdoor footwear. Our programs run rain or shine, with both indoor and outdoor activities. In June, insect repellent may be needed. 
  • Ask our staff about other experiences to extend your stay such as overnight programs, bike rentals, and other school programs at neighbouring attractions. 
  • Printable activities are available upon request: or 604-513-4799.

Arrival Time

  • Check in 15 minutes prior to your scheduled program time. 
  • Allow students to have a snack outside the Visitor Centre, as there are no breaks during the 2-hour program. 
  • Meanwhile, bring with you your final numbers of adults and children, your payment, and your brigade group leaders. 
  • Our staff will give you a brief orientation to the parent helpers. Chaperones and teachers are expected to be available for their students at all times. Please assist us in delivering the best experience for your students: be active listeners, silence cell phones, and if you must take a call or converse with other parents, please exit the building prior to starting your conversation.

Washrooms and Lunch Facilities 

  • There are washrooms located on site in the Visitor’s Centre as well as the Full Barrel Cafe. 
  • Catering is available from the Full Barrel Café, if booked in advance: The cafe is only open for reserved groups between September and June. A coffee machine is available in the cafe for parents. 
  • Picnic areas are available near our parking lot. Indoor eating areas are available during rainy or cold weather. The Visitor Centre staff will direct you where the students may store their backpacks during the school program closest to where you will be eating. Ensure students keep their jackets on.

After the Program 

  • If you would like to stay on the site after your program is completed, ensure that an adult chaperones the group at all times. Instruct your students to be respectful of the public and other school groups by walking and using inside voices if entering buildings.
  • Adult supervision is required if students would like to shop in our gift shop.

Jimmy Goes Home

The story Jimmy Goes Home, written by Susan Dobbie, follows a fictitious character, a young boy of mixed ancestry, as he and his family travel from a Hudson’s Bay Company trading post in Northern BC to another in Southern BC. The story is based on the history of Hudson’s Bay Company activities west of the Rocky Mountains in the 1850s, but much of the historical background of this story is applicable to the fur trade across North America.

The following lesson plans are designed to help students gain a better understanding of Aboriginal and European contributions to the development of Canada. Comprehension questions draw out some of the pertinent points of the story; a mapping exercise helps students with a spatial representation of the story, and a journal writing exercise gives students a chance to creatively empathize with the characters of the story. Additional activities contrast two different types of Aboriginal housing as well as compare bartering to a monetary system of exchange. The story and lesson plans are aimed at grades 4 through 6 and can be used as an integrated unit that incorporates Language Arts, Math, and Social Studies.

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