Supporting Question 1: Landscape Regions in North Dakota

The first supporting question, “What are the Red River Valley, Drift Prairie, and the Missouri Plateau?” helps students use sources to unwrap the context of the time and topic being examined. The shape of North Dakota was determined by Congress in 1889 and finalized in 1891 by survey crews. It is a rough rectangle with political boundaries on four sides. Political boundaries are created by people to divide areas administered by different governmental units. In North Dakota, these are relatively straight lines. The north border, the 49th parallel, is an international border determined by treaties between the United States and Canada. The west border separates the state from Montana at the 27th meridian line west of Washington D.C, and the south border, the seventh standard parallel separates North and South Dakota. The fourth side, on the east, is a political border that is delineated by a natural boundary where the Red River divides North Dakota and Minnesota, rather than by a survey. These political boundaries contain a landscape that can be divided into three predominate geological regions: The Red River Valley, the Drift Prairie, and the Missouri Plateau. Together the political boundaries and the geologic regions have a tremendous impact on the lives of the residents living within these respective areas.

The Homestead Act and the Pacific Railroad Act were enacted by Congress in 1862 to encourage settlement in the American West. These two laws, more than any others, brought people to Dakota Territory from eastern states and Europe. The laws, however, took no notice of a few important facts about the landscape and climate of the area that would become in 1889, the state of North Dakota. Within the boundaries of the state are various types of soil, climate, and topography. While Congress paid no attention to these characteristics, they had a major impact on the agriculture, railroad and highway construction, and industrial development of the state. To better understand how the various economies of North Dakota developed, we need to learn about the climate and landscape.

North Dakota’s agricultural, energy, and tourism industries depend on what the land has to offer. Much of the state is located in the Great Plains. While the actual line of the Great Plains is debated, some geographers place it west of the 20-inch rainfall line while others place that line at the 98th meridian, or the 100th meridian. This geographic region is defined by a relatively level topography, a semi-arid climate, and the absence of forests. A semi-arid climate means that rainfall can be irregular. Sometimes there is too much rain and sometimes too little. This can make it challenging for farmers to reliably plan and manage their crops. In this area, farmers found it difficult to make a living year after year working a 160-acre farm (the original acreage available through the Homestead Act). Though crops did not grow in years when the rains did not fall, the hardy native grasses usually still supported cattle, sheep, and horses unless extreme drought or winter snows hampered their access to water or feed.

Facilitate a discussion on the predominate landscape regions of the state. How do these features provide resources, meet the needs of, and otherwise influence the people living here? Complete the following task using the sources provided to build a context of the time period and topic being examined. Learn more about the geography of North Dakota by visiting the North Dakota Heritage Center & State Museum or the North Dakota Geological Survey.

Formative Performance Task 1

Use the list of geographic features and resources created while staging the question to take a deeper dive into this topic. Have students create a map of the three major geographic regions of North Dakota along with the major physical features and waterways. Locate the Canadian Pacific Railway, formerly the Soo Line, on a map of North Dakota. It travels a line from Hankinson to Valley City to Minot. What major physiographic formation lies along its path? North Dakota is known as an important flyway for migrating birds. What features of the state’s topography attract birds? Locate the lowest and highest points in North Dakota. What kind of agriculture or other industry exists near these points? Where are major cities and towns located today? Is there a correlation between the geologic features and resources and the locations of communities? What types of soil are found in each region? How much rainfall does each region typically receive? In which months does each region receive the most rain? Does the topography and climate contribute to the decisions people make when they decide what kind of industries to pursue? What are some of the choices that farmers and ranchers make related to climate?

Featured Sources 1

The source featured below is a secondary source. Secondary sources are accounts or interpretations of historical events, people, places, and ideas by someone who does not necessarily have firsthand experience of the subject. When students read or view secondary sources, they should also pay careful attention to the bibliography. What sources did the author use? Is the evidence reliable? Does it support their claims? When students read or view secondary sources, they should also explore additional sources, including primary sources, to get an accurate understanding of the context and if the author wrote a valid, accurate, and thoughtful 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.

Read featured source A. In a group or as a class, answer the following questions: What type of source is this (letters, photos, maps, diaries, etc.)? 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? Is the information still accurate? What has changed if anything? What do the sources tell us about the information available during that time? How do we know? What else can you find?