Red River Land: The Métis People Part 2
Part 1 | Part 2 | Part 3 | Part 4
Red River Land is a series of programs about North Dakota developed for educational purposes in the 1960s by Erling Rolfsrud, educator, historian and wrtier, in conjunction with Prairie Public Television, as it was then known.
Most Metis were involved in the fur trade as voyageurs. Their dress, canoeing skills, and endurance during the intense physical challenges of their expeditions are discussed.
Source
Red River Land, Pairie Public & NCCST, Erling Rolfsrud
Grade Level
2 - 12
Subject Matter
Social Studies
Standards
Describe the exchange of ideas, culture, and goods between the Native Americans and the white settlers (e.g., the Pilgrims, Wampanoag, explorers)
Identify examples of how different groups, societies, and cultures are similar and different (e.g., in beliefs, traditions, family relationships, celebrations, institutions, folklore)
Explain the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, LaVerendrye)
Explain how background and history influence people’s actions (e.g., farming methods, hunting methods, economic decisions)
Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations)
Explain the impact of climate, geography, and available resources on the daily lives of Native Americans (e.g., dwellings, clothes, food and crops, technology, tools, cultural traditions)
Identify principles governing individual and group behavior (e.g., cooperation, collaboration, power, conflict) within social dynamics (e.g., familial, political, religious)
Analyze the rationale for western expansion and how it affected minorities (e.g. reservations, Indian Removal Act, treaties, Chinese Exclusion Act, Dawes Act, Manifest Destiny, Homestead Act)
Explain how culture influences gender roles, ethics, and beliefs
Explain how group and cultural influences contribute to human development, identity, and behavior (e.g., religion, education, media, government, and economy)
Explain the various purposes of social groups, general implications of group membership, and different ways that groups function (e.g., minority groups, cliques, counterculture, family relations and political groups)
Analyze conflict, cooperation, and interdependence among individuals, groups, and institutions (e.g., gender roles, social stratification, racial/ethnic bias)
