Student Activities

Three Affiliated Tribes (TAT) History: Post-1845 Mandan, Hidatsa and Arikara and the Garrison Dam

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Grade Level:
Middle School: Sixth Grade through Eighth Grade
Social Studies


Students will learn how the Treaty at Fort Laramie established a territory for the Mandan, Hidatsa and Arikara (MHA) and how that land base was reduced through the Allotment Act of 1887. They will also gain understanding about how the Garrison Dam impacted the lives of the Three Affiliated Tribes (TAT) and forced them to relocate to what is now the Fort Berthold Reservation. 

The student will be able to:
Compare and contrast two or more groups: Mandan, Hidatsa, and Arikara people and mainstream America and identify that all people have different perspectives of history.
Describe how time and place are important in history.
Demonstrate how some historical events can be viewed from a problem/solution frame of mind.

Step 1

In a brainstorming exercise ask students who they expect will be featured in the reading. Emphasize that they should think of groups of people, not individuals. What groups of people would you expect to read about in a lesson about The Three Affiliated Tribes and the Garrison Dam?

Responses might include the Tribes, the government, and other farmers and landowners.

Ask students to read background information for lesson 3 (provided in the materials section).


Step 2 

Introduce the History Change Frame on an overhead transparency, whiteboard, blackboard, etc. Inform students that history tends to focus on people who must try to solve problems that are caused by change. Factual details are provided to help readers understand the problems and the actions taken to solve these problems (Buehl, 2001).

Highlight the categories of change that are commonly featured in history texts.

Categories of Change

·         Population

·         Technology

·         Environmental

·         Economic

·         Political

·         Beliefs


Step 3

Assign students to read thebackground information. Have them surveythe information to determine the groups focused on in the material. Model this process by thinking out loud as you examine the title, headings and subheadings, chapter objectives, picturesand graphics for a prior time period.


Step 4

Ask students to continue surveying the chapter, looking for clues about problems the groups of people might be encountering. What problems did the Tribes face? The landowners? What problems concerned the government?


Step 5

As students read, have them work to fill in a blank History Change Frame Graphic Organizer (in Materials section). Allow students time to compare with a partner and fill in as many gaps as they can together.


Step 6

Discuss with students how changes affect people in different ways.
1.   What were some of the major themes presented in the reading? Answers willv ary but may include: Garrison Dam,relocation, change.
2.   What does this reading demonstrate about the cultural values of the Three Affiliated Tribes? 


Step 7

Students fill out the answers to the following questions in their journal.

1.  How does a dam flood lands? Draw a diagram showing how a dam might be built to create a lake. 

2. How might the land where you live become flooded?




Download Background Reading

Download Change Frame Model

Download Change Frame Graphic Organizer

Last updated: January 4, 2016