Lewis and Clark Pathways: Lewis, Clark and the Mandan People
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 |
href=http://www.ndstudies.org/index.php/media/lewis_and_clark_pathways_fort_union>Part 7
The path of the Lewis and Clark Corps of Discovery led them to a winter along the Missouri River near the homes of agricultural Native American tribes, which would later suffer a devastating smallpox epidemic, and the future sites of Fort Abraham Lincoln and Fort Union. The video covers the significance of the forts and the Mandan, Hidatsa and Arikara tribes.
Lewis and Clark befriended the Mandan Indians and spent a winter with them in North Dakota. They traded with the Mandan to secure food for themselves. Lewis and Clark’s team included a blacksmith who was able to make tools, weapons and do repairs. Ultimately, so they could have enough food, Lewis and Clark agreed to make battle axes for the Mandan with the agreement that they would not use them in battle.
Producer
Bob Dambach (Producer); Dave Geck (Videographer)
Source
Lewis and Clark Pathways Prairie Public Television (2002).
Grade Level
1 - 8
Subject Matter
Social Studies, Science
Standards
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)
Identify examples of how technologies have evolved
Identify the relationship between form and function (e.g., wings, fins and feet)
Identify technologies (e.g., communication, agriculture, information processing, transportation) that are influenced by societies
Identify intended benefits and unintended consequences that result from the development and use of technologies
Describe the relationship between form and function (e.g., solids, liquids, gases, cell specialization, simple machines, and plate tectonics)
Explain how personal health is related to fitness, substance abuse, sexual activity, and nutrition
Describe ways (e.g., money, bartering) wants and needs are met
Identify historic United States figures (e.g., George Washington, Benjamin Franklin, Susan B. Anthony, Abraham Lincoln, Harriet Tubman, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Sacagawea) and link them with their contributions
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)
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)
Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Verendrye, Rough Rider Award winners) to North Dakota
Explain the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sacagawea) in North Dakota history
Identify the location and characteristics of significant features of North Dakota (e.g., landforms, river systems, climate, regions, major cities)
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 significance of scientists, inventors, and historical figures (e.g., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine)
Explain how regional Native American groups influenced U.S. history (e.g., historical events, development of the U. S.)
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)
Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Roughrider Recipients) in North Dakota and tribal history
