Red River Land: The Métis People, Part 4
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 writer, in conjunction with Prairie Public Television, as it was then known.
Erling Rolfsrud gives an exciting account of a Pembina buffalo hunt. After the hunt, the Métis women and children would make pemmican. To celebrate the successful hunt the Métis would have campfire dances where they wore their flashiest clothes.
Source
Red River Land, Prairie Public & NCCST, Erling Rolfsrud.
Grade Level
1 - 12
Subject Matter
Social Studies, Science
Standards
Explain ways humans benefit from Earth’s resources (e.g., air, water, soil, food, fuel, building materials)
Identify examples of how technologies have evolved
7.6.1. Identify ways in which technology has influenced the course of history and improved the quality of life
Identify factors that affect populations (e.g., food webs, carrying capacity, overpopulation, disease, food supply, algal blooms, resources, conservation practices)
Describe ways (e.g., money, bartering) wants and needs are met
Describe the exchange of ideas, culture, and goods between the Native Americans and the white settlers (e.g., the Pilgrims, Wampanoag, explorers)
Identify the basic elements (e.g., language, food, dress) that make up a culture
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)
Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota
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 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)
Identify principles governing individual and group behavior (e.g., cooperation, collaboration, power, conflict) within social dynamics (e.g., familial, political, religious)
Explain ways technology contributes to the spread of ideas, values, and behavioral patterns between societies and regions (e.g., how transportation and communication technologies contribute to the diffusion of culture)
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)
