This inquiry explores the impact of statehood in North Dakota through the investigation of the compelling question “should North Dakota be a state?” The importance of understanding maps and what information they can tell us in this inquiry is twofold: (1) students should be able to understand what kind of information maps can tell us and (2) students will understand the process through which Dakota Territory was divided into two states. While progressing through the inquiry, students will analyze the challenges of governing specific regions.
This inquiry is expected to take one to two class periods; however, teachers are encouraged to adapt the inquiry to meet the needs and interests of their students and the amount of time they have available.
- Political Map of U.S. 1845
- Nebraska Territory 1857
- Johnson’s Map of Dakota Territory 1861, 1862
- NPRR Map 1871
- Asher & Adams Map of Dakota 1873
- RR & County Map of Dakota 1884
- Map of Indian Reservations 1885
- Colton’s Map of Dakota 1885
- Statehood Map 1889
- Map of Custer’s Recon of the Black Hills 1874
- Internet and library resources
Understand: What are some of the modern challenges of governing a state? Would it be easier or more complex to manage the state as a larger unit? What things would change? What would stay the same? How does management of state government impact your community today? Has it always been like that? If not, how has it changed over time?
Assess: Create a map of your proposed changes to the boundaries of North Dakota—including other states and provinces as desired. Where would you place a capitol? How would you break the proposed state up into smaller regions (like counties)? Help viewers of your map understand your reasoning.
Act: Invite a local leader (city, county, or state representative) to speak to your class about the modern challenges of managing a governing entity. What are some of the problems and issues they deal with?