This inquiry explores conflict in North Dakota and on the northern Great Plains between Native and non-Native nations as tribes were pushed out of their traditional homelands when Europeans and Americans moved onto the plains. This topic is introduced through the investigation of the compelling question “How and why were reservations created in North Dakota?” The importance of understanding the conflict in this context is twofold: (1) students should be able to understand the intense pressure and tension between Native Americans and the United States to maintain control over the Great Plains and (2) students will benefit from understanding how the reservation system was developed and used as a tool to manage this conflict and how it continues to affect government relations to the present day. While progressing through the inquiry, students will analyze the changes occurring on reservations and speculate future scenarios.
The terms “Native Americans” and “Native peoples” are used in this inquiry. The terms “American Indians” and “Indians” are used in much of the scholarly literature. In this inquiry, precise tribal names will be used when they are known.
This inquiry is expected to take four 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.
- Armed Conflict Document Set
- Frontier Scout Document Set
- Native American Map Set
- One Bull: A Man of Good Understanding
- Indian Fairs
- Additional library and resources
Understand: Identify tribes who consider the land where your community is as part of their traditional homelands.
Assess: Determine what has happened to those people—who are they and where do they live now? Are their ways in which your community can support them today?
Act: Work with their community to develop a land acknowledgement statement. Encourage school and community leaders to use the land acknowledgement statement in a thoughtful and meaningful way.