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        North Dakota | Activity 9.1: North Dakota’s Interesting Culture

        Watch a video about the history of North Dakota’s culture. Students learn about the different groups of people in the state, and some famous faces who have come from North Dakota. Students describe a cultural festival that they could plan to celebrate all the cultures, and design a logo for it.

        Lesson Summary

        Watch a video about the history of North Dakota’s culture. Students learn about the different groups of people in the state, and some famous faces who have come from North Dakota. Students describe a cultural festival that they could plan to celebrate all the cultures, and design a logo for it.

        This lesson is part of “Great States | North Dakota | Unit 9: Cultural Contributors” which gives students the opportunity to investigate some of the people, places, traditions, and past events that make North Dakota unique.

        Time Allotment

        25 minutes

        Learning Objectives

        Standards: 

        4.6.2: Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations)

        4.2.5: Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Verendrye, Rough Rider Award winners) to North Dakota 

        Supplies

        Directions

        1. Ask students what they think of when they hear the word “culture"? Explain that anthropologists define culture as “the sum total of ways of living built up by a group of human beings and transmitted from one generation to another.”
        2. Indicate that they will be watching a short film about how North Dakota’s culture has developed over time.
        3. Provide the Cultures of North Dakota graphic organizer to students. As they watch, they should note the various groups of people who have contributed to the culture of North Dakota.

          Play the video, Great States | North Dakota Culture [3.28].



        4. After viewing the film, ask students to discuss the various groups and their contributions. Then, ask students to imagine that their class has been put in charge of planning a North Dakota cultural festival for their school or hometown. What groups would be important to be represented at such an event? What kinds of activities, foods, and performances would they plan to have?
        5. Then, have students design a logo for this cultural festival that represents key aspects of North Dakota’s culture.

        Extend the lesson (10 minutes):

        Have students research the famous North Dakotans listed in the film. How are each of these individuals representative of the culture of Idaho?

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