Red River Land: The Métis People Part 3
Part 1 | Part 2 | Part 3 | Part 4
Pemmican (made from buffalo meat) was the choice food for the voyageurs’ excursions. To meet the their needs for pemmican for their journeys, Métis voyageurs would meet twice a year at Pembina in Dakota Territory for a great buffalo hunt. Descriptions of the hunts and the evolution of the “Red River carts” to carry meat and furs are given
Source
Red River Land, Prairie Public & NCCST, Erling Rolfsrud
Grade Level
2 - 12
Subject Matter
Social Studies, Science
Standards
Identify some things that may not work if some of their parts are missing, broken, or assembled incorrectly (e.g., batteries are necessary for some toys to operate, wheels are necessary for a car to function)
Identify various things that are found in different environments (e.g., cactus, lizard – desert; shark, coral- ocean)
Identify different uses (e.g., building materials, sources of fuel) of Earth’s materials based on their properties
Explain the relationship between the mass of an object and the sum of its parts.
Explain how an invention may lead to other inventions
Identify details of an object’s form which determine its function (e.g., webbed feet for use in water, human feet for walking, shovel for scooping dirt, a rake for collecting leaves, tape measure and ruler to measure distance)
Explain ways humans benefit from Earth’s resources (e.g., air, water, soil, food, fuel, building materials)
Identify examples of how technologies have evolved
Identify the relationship between form and function (e.g., wings, fins and feet)
Describe the relationship between form and function (e.g., solids, liquids, gases, cell specialization, simple machines, and plate tectonics)
Explain the relationship between form and function (e.g., atoms and ions, enzymes, aerodynamics)
Describe the exchange of ideas, culture, and goods between the Native Americans and the white settlers (e.g., the Pilgrims, Wampanoag, explorers)
Identify similarities and differences between past events and current events in North Dakota (e.g., in the lives of people from different cultures past and present)
Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota
Identify the location and characteristics of significant features of North Dakota (e.g., landforms, river systems, climate, regions, major cities)
Identify different patterns of land use in North Dakota (e.g., land use in urban, suburban, and rural areas, mining, agriculture, manufacturing)
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)
Use maps to find location, calculate scale, and distinguish other geographic relationships (e.g., latitude and longitude, population density)
Identify principles governing individual and group behavior (e.g., cooperation, collaboration, power, conflict) within social dynamics (e.g., familial, political, religious)
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)
