Create a map of what North Dakota might have looked like during the Great Ice Age. Where were the glaciers? Where were the places the glacial edges reached? What kind of geologic features can be found along those edges? Where was ancient lake Agassiz? How do we know? What topographical features can still be found on the landscape to indicate where the lake was? Compare and contrast this map to the one you created for Supporting Question 1. Compare the Ice Age map to the map they created in Formative Performance Task 1 and to contemporary highway and topographical maps. Have students discuss similarities and differences. What geologic features are different, and which are similar? Students will need to find sources in addition to Featured Source A to complete this task.
Formative Performance Task 2
Have students create a map of what North Dakota might have looked like during the Great Ice Age. Discuss in groups or as a class what impact glacial activity and the ancient lakebed have had on the modern North Dakota landscape and economy.
Featured Sources 2
Read featured source A closely for evidence of what life was like during different geologic eras in North Dakota. Review this secondary source with the following questions in mind: What type of source is this? What kind of information does it contain? Who wrote this article? What was their academic background (what academic field did they, or do they, work in)? Who was the intended audience (other academics, professionals in a particular field, students, the general public, etc.)? Why was this written? When was it written? What do the sources tell us about the information available during that time? Is the information still accurate? What has changed if anything? What sources did the author use (hint: review the bibliography)? Is the evidence reliable? Does it support the author’s claims? Are their additional sources you can find that helps provide a context of the evidence and the author’s interpretation? What is the author’s thesis statement? Are their claims logical and supported by evidence? Further research of materials and sources can either prove or disprove the students’ argument. How do we know? What else can you find?
| Source A |