episode i (3.3mb pdf)
TRANSCRIPT
EPISODE I TEACHERS’ GUIDE
Nancy O’Brien Wagner, Lansing Shepard,
Carol Schreider, Barbara Coffin
A joint project of the College of Natural Resources, University of Minnesota
and the Education Department of the Minnesota Historical Society
II
USE AND PHILOSOPHY .......................................................................................................................................... II
SERIES OVERVIEW ................................................................................................................................................... V
EPISODE I: ORDERING THE LAND
ORIENTATION .......................................................................................................................................................... 2
VIEWING GUIDE ...................................................................................................................................................... 4
LESSONS
Lesson 1: Minnesota’s Landscapes ............................................................................................................................ 7
Lesson Worksheet ........................................................................................................................................................ 8
Lesson 2: Perspectives and Dividing Landscapes ..................................................................................................... 10
Lesson Worksheet ........................................................................................................................................................ 11
ANSWER KEYS
Viewing Guide Answer Key .......................................................................................................................................... 12
Lesson 1 Worksheet Answer Key ................................................................................................................................... 14
Lesson 2 Worksheet Answer Key ................................................................................................................................... 14
SUGGESTED RESOURCES ...................................................................................................................................... 15
WEB SITE ............................................................................................................................................................ 16
MAPS ............................................................................................................................................................. 17
CONTENTS
III
Minnesota: A History of the Land is a four-part documentary series that weaves
together human and natural history and illustrates the historical and ongoing
importance of Minnesota’s landscapes to the social, cultural, and economic systems
of the region.
Throughout time, humans have altered their landscapes. In the 500 years since Europeans
arrived on this continent, the physical landscape has changed profoundly. Minnesota: A
History of the Land tells part of that story chronicling the vast changes that Minnesota’s
ecosystems have undergone, from presettlement to the present. By showing how humans
have shaped and interacted with the land, this series provides a powerful context for under-
standing the region’s current environmental challenges.
A set of powerful insights about the relationship between the physical environment and
humans binds the four episodes of the series together:
• How humans view the land determines how humans use the land. In Minnesota, for
example, different people have viewed (and thus used) these lands very differently.
Because of human perception and action, the landscape has been altered dramatically
and, in many cases, irrevocably.
• Apart from human perceptions, these lands have always had their own existence.
Landscapes are first and forever ecological entities that react to disturbances in ecologi-
cal ways—through an immense web of complex interdependencies, cycles, and energy
flows that is connected to landforms, soils, seasons, and rainfall patterns.
• The gap between human perception and ecological reality has led repeatedly to unin-
tended and often negative consequences. Because of this, people have been forced to
adjust their view of the land and thus their use of the land. This halting, adaptive
process means that the landscape shapes people even as people shape the landscape.
• In changing these landscapes, people not only replace old, complex landscapes with
new, simplified ones, they set the terms of engagement—the limits of what is possible
for future generations.
The series can be viewed in a number of ways: as social and political history, as a history of
environmental thought, as a history of technology, or even as lessons in ecology.
For more information about the series, visit: www.historyoftheland.org
USE AND PHILOSOPHY
The series can be viewed
in a number of ways —
as social and political
history, as a history of
environmental thought,
as a history of technology, or
even as lessons in
ecology.
T H E F O U R - P A R T D O C U M E N T A R Y S E R I E S D V DOriginal soundtrack by Peter Ostroushko
IV
Goals for Student LearningThis teachers’ guide is intended to help middle-school students view the Minnesota: A History
of the Land video series and develop an understanding of the following key concepts:
• The land (physical environment) has played a powerful role in shaping Minnesota’s
economies and communities.
• Minnesotans have had an enormous impact on the state’s waters, plants, and wildlife and
have an important role to play as stewards of the environment.
• The historical causes of the landscape’s current condition—its health, use, and long-term
sustainability—are essential to understanding crucial issues of conservation and natural
resource management.
How to Use the Teachers’ GuideWhile the video alone is an effective educational tool, this curriculum is designed to help
middle-school teachers guide students to uncover the main points in each episode and to
expand the ideas described above. As you watch the video in your classroom, we suggest you
break your viewing into smaller sections. Each hour-long episode is composed of three to
four segments that range from twelve to twenty minutes in length.
I. The Episode Orientation presents a synopsis of each one-hour video as well as an easy-
to-follow guide to viewing and using each video. The orientation includes:
• a summary of each episode’s content and a time-coded abstract for each segment
• Northern Lights links, which cue users to related chapters of Northern Lights: The Story of
Minnesota’s Past, a middle-school curriculum of state history developed by the
Minnesota Historical Society
• key terms needed to understand the concepts in the video, along with brief definitions. You
may find it useful to preview these terms with your students before watching the video.
• discussion questions that explore concepts presented in each episode and require students
to synthesize information, think through implications, and draw conclusions
II. In addition, a viewing guide for each episode provides a list of questions that help students
identify the main concepts of each segment. You may find it helpful to pause the video after
each segment to allow students to discuss and revise their answers.
III. Each episode has two lessons designed to amplify the central ideas presented in that
episode. Each lesson contains a lesson plan to guide teachers in setting up and conducting
that exercise, and a reproducible worksheet on which the students’ work is done. Additional
ideas for related extension activities are included for each episode.
IV. Additional resources such as reference maps, suggested resources, and answer keys are
included to help the teacher and students.
USE AND PHILOSOPHY continued
Northern Lights LinksN
T E A C H E R S ’ G U I D E
Nancy O’Brien Wagner, Lansing Shepard,
Carol Schreider, Barbara Coffin
A joint project of the College of Natural Resources, University of Minnesota
and the Education Department of the Minnesota Historical Society
V
EPISODE I: Ordering the Land / 16,000 BP–1870s
Witness 16,000 years of Minnesota’s fascinating early history.
Its unique place in North America is revealed through state-
of-the-art animations and graphics. Prominent members of
Minnesota’s Native American community describe their long
relationship with the land. With the arrival of Europeans
comes a new way of looking at the land, one that will change
the region forever. See how this is expressed in the land sur-
vey, which carves the natural world into squares that can be
bought and sold. The fur trade era and early lumbering are
brought to life with historic re-creations and photographs.
Discover what happens when early entrepreneurs fail to
understand the geology of St. Anthony Falls.
EPISODE II: Changes in the Land / 1870s–1900
Voices from the past and stunning nature videography re-
create the natural world Euro-Americans first encountered.
Find out what happens to North America’s most abundant
species as commercial hunters and the railroad arrive in
Minnesota. The majestic Big Woods are cut down to make
room for farms and villages. Visit one of the little-known
crown jewels of Minnesota, the Bluestem Prairie. Find out
why Minnesota has some of the richest soils in the world
and how Minneapolis becomes the flour-milling capital of
the world. Historic re-creations bring to life the bonanza era
of wheat farming. And experience the catastrophic fire that
ushers in a new way of looking at the land.
EPISODE III: Out of the Ashes / 1900–1940s
Never-before-seen historic footage brings to life the begin-
nings of conservation in Minnesota. Discover why
Minnesota is at the forefront of conservation in the United
States and the key role that women play. See what happens
to the Mississippi River as the population of the Twin Cities
explodes. Graphic animations help viewers imagine the
results of one man’s plan to flood the boundary waters
region. Then, get to know the fascinating character who
helps to save the region from destruction. In the series’ most
ambitious historic re-creation, find out which prominent
Minnesota conservationist begins his career promoting the
destruction of wolves.
EPISODE IV: Second Nature / 1940s and Beyond
Unique historic footage and photographs depict the
momentous changes brought to Minnesota during and after
World War II. A vivid re-creation brings to life the revolu-
tionary work of a University of Minnesota graduate student.
Simple inventions like nylon nets and the introduction of an
exotic species bring the fishery of Lake Superior to the brink
of collapse. Through rarely seen footage, experience the
extensive pollution of Lake Superior caused by the disposal
of over 60,000 tons of waste a day. Then, hear firsthand how
a group of citizens plays a central role in stopping this pollu-
tion. Discover the ways in which our own homes and busi-
nesses result in changes in the land as far away as the rain
forests of South America. Consider how the stories of
Minnesota’s past can inform our choices for the future.
SERIES OVERVIEW
Minnesota: A History of the Land brings to life the epic story of the people and landscapes of Minnesota from
the retreat of the last ice sheets to the growth of today's suburbs. This four-part documentary series features nature
videography from across the state, never-before-seen historic images, state-of-the-art animations, and historic
recreations. The original soundtrack for the series is by award-winning composer Peter Ostroushko.
For more background information on the series, visit www.historyoftheland.org
1
Ordering the Land 16,000 BP – 1870s
E P I S O D E I :
2
Episode SummaryAs the landscapes of Minnesota emerge from the most recent ice age, an intersection of natural systems is revealed. Three biomes
and a confluence of waterways mark the region and draw American Indians, who inhabit and sculpt the land. When the first
European settlers arrive, they usurp the territory and plot a new path for its future.
Surveyors begin mapping the land for sale, and entrepreneurs cast a covetous eye toward its natural resources. Loggers head
toward the rich stands of white pine in Minnesota’s northern forest, and small towns begin to dot the landscapes at St. Anthony
Falls and along the St. Croix River. The great influx of European settlers would come later in the nineteenth century. Episode I:
Ordering the Land, describes the land they were coming to and the systematic way it is made ready for the axe and plow.
3.0 minutes Series Introduction. The episode begins with an intro-duction to the entire series (Episodes I-IV). Scenesfrom the series are interspersed with featured scholarswho explain what the series is about.
9.0 minutes Fire and Ice. The first part of this segment shows howglaciers sculpted the landscape, and how subsequentmajor climate change supported a succession of vege-tation types across the Minnesota landscape. Even atthis early point in history, humans used and manipulat-ed the landscape. The Meeting Place explains howMinnesota’s central location on the continent made it aconfluence for continental weather systems that madethe climate wetter and cooler in the northeast, anddrier and warmer in the southwest. These climateswere a major determinant of the ecosystems thatdeveloped here.
7.0 minutes The Fur Trade is the story of the trade betweenEuropeans and American Indians from the 1680s to the1840s in Minnesota. This segment explores the role ofthe natural landscape in that enterprise—the fur-bear-ing animals that supported it, the network of rivers andlakes that became its lines of commerce, and theregion’s Dakota and Ojibwe, who provided the huntingand trapping. The story of the overhunting and nearextinction of the bison foreshadows things to come.
3.0 minutes The Land Is Taken describes how the U.S. governmentacquired the land from the Dakota and Ojibwe in orderto make it available for settlement and development.
6.5 minutes Ordering the Land describes the conversion of the nat-ural landscape into real estate ready to be bought andsold. The 1785 Land Ordinance effectively divided thenation into a grid of square miles. The grid had no con-nection to the ecological landscape that underlay it,which led to a total rearrangement of that landscapeand serious ecological consequences for the future.
5.5 minutes Building a Perfect Landscape looks at howMinnesota’s new settlers perceived their purchases ascreated by God for their own benefit. The segmentfocuses on St. Anthony Falls, the principal source ofpower in the state at the time, and its proximity to whitepine forests and the rich prairie soils. The segment fore-shadows how the commercial system that developedthere would trigger unintended consequences thatwould change the state’s landscapes forever.
18.5 minutes When White Pine Was King chronicles the beginningof that change as lumbermen began cutting the whitepine out of the state’s northern forest. White pine ecol-ogy is discussed. St. Anthony Falls was radicallychanged as attempts to maximize its power nearlydestroyed the cataract.
1.5 minutes The Close provides a brief summary of the majorthemes of Episode I and foreshadows the content ofEpisode II.
ORIENTATIONEpisode I: Ordering the Land (16,000 B.P. – 1870s)
Note: The bold face type listed here in the “segment descriptions” indicates that an intertitle marks the beginning of a new segment in the episode.
The italic type indicates the beginning of a new segment in the episode, but the transition is made through visuals and narration.
SEGMENT LENGTH DESCRIPTION
3
Episode Key Terms
glacier: a huge mass of compacted snow and ice
biome: an ecological region of certain plants and animals
ecology: the relationship between plants, animals, and their environments
topography: the physical features (hills, valleys, plains) of a place
watershed: a region draining into a river or other body of water
prairie: a mostly treeless expanse of grasses, flowers, and animals adapted to
frequent drought
deciduous forest: a forest composed primarily of trees that lose their leaves annually
mixed northern forest: the forest of northern Minnesota made up of a mixture of
deciduous trees and coniferous trees
survey: to determine the boundaries of an area, often while noting the landscape features
commodified landscape: a landscape that is considered only in terms of its real estate
value or the financial value of its natural resources
ecosystem: a community of organisms interacting with each other and with
their environment
Northern Lights Links
The following chapters have contentthat connects to this episode:
Chapter 2: The First Minnesotans
Chapter 3: The Dakota
Chapter 4: The Ojibwe
Chapter 5: The Fur Trade
Chapter 6: The Land Changes Hands
Chapter 7: Minnesota’s Newcomers
Chapter 11: Flour, Lumber, and Iron
Discussion Questions
1. What is unique about Minnesota’s watersheds? Biomes? Climate?
2. Why is Minnesota referred to as “the Meeting Place” in the video?
3. Compare and contrast how the Dakota and Ojibwe viewed the land and how settlers did.
4. Why did the U.S. government want to make treaties with the Indians?
5. How has Minnesota’s landscape changed since before the fur trade? How has it stayed the same?
6. How did the Land Ordinance of 1875 affect Minnesota’s landscapes?
7. What made St. Anthony Falls such a great place to build a city?
8. What new technologies made it possible to increase the rate of lumbering the forests?
9. If you could return Minnesota to the way it was 200 years ago, would you? What consequences would that have?
10. What were some of the unintended consequences of the development of St. Anthony Falls?
?
Episode I: Ordering the Land ORIENTATION continued
N
4
Ordering the Land and The Meeting Place
1. How did the glaciers change Minnesota?
2. Complete the following chart.
Fur Trade
3. How did the fur trade begin to change after the 1830s?
Name: __________________________________________ Date: ______________ Class :_______________________
What are the three biomes ofMinnesota? Where are they?
What are the three weather systemsthat affect climate in Minnesota?
What are the three main watershedsof Minnesota? Where do they flow?
VIEWING GUIDEEpisode I: Ordering the Land (16,000 B.P. – 1870s)
5
The Land Is Taken
4. Why did the United States make treaties with the Indians of Minnesota?
Ordering the Land
5. Complete the following chart.
Building a Perfect Landscape
6. Why was the location of St. Anthony Falls so perfect for building mills and a city?
Intended Consequences:things people expected to happen
(name two or more)
Unintended Consequences:things people didn’t realize might happen
(name one or more)
THE 1785 LAND ORDINANCE
What was it? The law that described how the land would be surveyed and divided into six-mile townships.
Episode I: Ordering the Land VIEWING GUIDE continued
6
When White Pine Was King
7. Why was white pine so valuable?
8. What were some unique things about the ecology of white pine?
9. What caused the St. Anthony Falls to collapse?
Episode I: Ordering the Land VIEWING GUIDE continued
Loggers. Photo courtesy of the Hennepin History Museum.
7
LESSON 1 PLAN: Minnesota’s Landscapes
Lesson Objective Upon completion of this lesson, students will understand:
• how vegetation, elevation, and precipitation are parts of the
ecological landscape
• where Minnesota’s major watersheds and biomes are located
MaterialsLesson 1 Worksheet
Background None
Procedure1. With the class, view the first 12 minutes of Minnesota: A
History of the Land Episode I. Review the concept of biomes.
2. Discuss with the class the meaning of each of the four the-
matic maps on the worksheet.
3. Using the four thematic maps and information from the
video, have the class fill out the cells of the grid and answer
the two questions.
Follow-Up Find your county on the reference county map.
Using the maps in this lesson plan and drawing
on what was learned in the video, discuss with
the students how the glaciers and the forces of
nature shaped the physical landscape of your
local area.
Extension Ideas:
• Have students research the name of their local major andminor watersheds. Visit the Department of NaturalResources Web site for a map of Minnesota’s watersheds:http://www.dnr.state.mn.us/watersheds/map.html
• Have students build their own topographic relief maps ofMinnesota. Use corrugated cardboard to build up the ele-vated areas of Minnesota.
• Using an atlas of the United States, ask students to findother areas that have the same elevation, precipitation,vegetation, or watersheds as Minnesota.
SEE PAGE 16
LESSON 1 PLANEpisode I: Ordering the Land (16,000 B.P. – 1870s)
Look at the maps on the following page. Use the information on the maps to fill in the remainder of the cells
below. After completing the chart, answer the question below.
1. Compare the elevation patterns in landscape A to the rest of the state. What is different about this area?
2. What connections do you see between the precipitation patterns and the biome patterns? What does this
suggest about the effect of precipitation on biomes?
8
Name: __________________________________________ Date: ______________ Class :_______________________
Watershed Biome Precipitation Elevation
Landscape A
Landscape B
Landscape C
Landscape D
Lake Superior and Red River Watershed
prairie in west, deciduous and conifer-ous forest in east
flat land in west, steepvalleys in east wherestreams cut down tothe Mississippi River
medium precipitation,increasing from west to east
Minnesota’s Landscapes LESSON 1 WORKSHEET
9
Minnesota’s Landscapes: LESSON 1 WORKSHEET continued
Lake Superior
Mississippi
Red River
Watersheds
Low
Middle
High
Precipitation
PRECIPITATION WATERSHEDS
Over 16001400-16001200-14001000-1200600-1000Lakes
Elevation (feet)
Prairie
Deciduous Forest
Coniferous Forest
Biomes (around 1850)
BIOMES (around 1850) ELEVATION
AB
C
D
AB
C
D
AB
C
D
AB
C
D
10
Lesson Objective After completing this lesson, students will:
• demonstrate how different perspectives affect what aspects of a
landscape people notice and value
• hypothesize how the division of the land into grids and the dif-
ferent treatments of those divided areas might affect the natu-
ral ecosystem
MaterialsLesson 2 Worksheet Markers or crayons
Background This lesson emphasizes two concepts that most students will
have some background in: perspective and food chains. To help
teach perspective, remind students that different people will
often value—and, therefore, treat—the same thing differently.
As an example, consider any artifact in your classroom, such as
someone’s book bag on the floor. The owner will probably value
that bag as unique because it contains things he or she owns. A
fellow student may see that same bag as a barrier in the path to
the pencil sharpener. A teacher may see that bag as something
out of place that needs to be removed. A bag salesperson may
see it as a certain make and model.
Most students will have a basic understanding of food chains
and how different species interact. You may want to review how
the animals and plants in the map might interact (e.g., the bison
eat grass, the people eat bison).
Procedure1. As a class, watch the segments The Land Is Taken and
Ordering the Land. Review the concept of different perspec-
tives and the role of surveyors.
2. Pass out the worksheet and ask students to consider the map
as an American Indian, then as a surveyor. What features
might each of these persons value?
3. Ask students to complete step 2 of the exercise. Compare the
choices that students make, and ask them to explain why they
made those choices.
4. Ask students to complete step 3 of the exercise. How will
those changes affect the fourth area?
Follow-Up Discuss the results of the student worksheets as a class.
• How do the perspectives of the American Indians and
surveyors compare and contrast?
• How did the removal of just one element (e.g., the pine
forests) affect the rest of the areas?
• Which change do you think had the greatest effect on this
imaginary landscape?
• Which change in real life do you think has had the greatest effect?
• If you could go back and restore some aspect of our landscape,
which would it be and why?
• Is there a way for humans to live without affecting their landscape?
Extension Ideas:
• Students can see the dramatic results of the grid system byviewing aerial photographs of our state. The Web sitehttp://terraserver.homeadvisor.msn.com/default.aspx offersthe ability to view and zoom in on all areas of the state.
• Many of the treaty provisions that were made between theU.S. government and Minnesota’s Indians are still in effecttoday, such as the retaining of hunting and fishing rights.Students can research the status of the treaties in regard totoday’s Ojibwe and Dakota.
• This lesson integrates well with the Northern LightsInvestigation 6: I Am Poems. Consider completing that perspective and poem activity at the same time.
LESSON 2 PLAN: Perspectives and Dividing Landscapes
LESSON 2 PLANEpisode I: Ordering the Land (16,000 B.P. – 1870s)
Perspectives and Dividing LandscapesThe values that you have affect how you see things. American Indians valued the landscape as a completepiece, with the animals, plants, and people all connected to each other. Surveyors valued the landscape for thefeatures that could be used to make money.
Step 1Study the map of this area, and imagine that you are an American Indian and then a surveyor. What are the
similarities and differences in the parts of the landscape that an American Indian and surveyor might have valued?
Step 2Draw a grid line from point A to point C, and another grid line from point B to point D. Color the section that would
be most appealing to a farmer green. Color the section that would be most appealing to a lumberjack purple. Color
the section that would be most appealing to a mill owner red. (Hint: look for an area that has waterpower.)
11
Name: __________________________________________ Date: ______________ Class :_______________________
Step 3Imagine that each of those three sections has
been altered and developed into a farm, lum-
bered area, and mill company and town.
How would those changes affect the animals,
plants, and people in the fourth area?
Similarities(shared values)
SurveyorAmerican Indian
C
D
A
B
prairie
rapids
wild rice
maple tree
Perspectives and Dividing Landscapes LESSON 2 WORKSHEET
12
ANSW
ER K
EY
Th
e fa
lls w
ere
loca
ted
at
the
edg
e o
f th
e p
rair
ie a
nd
th
e fo
rest
, wh
ere
tree
s fr
om
the
no
rth
ern
fo
rest
co
uld
be
saw
n in
to lu
mb
er f
or
sett
lers
in t
he
sou
th. T
he
falls
wer
e al
so ju
st 7
mile
s ab
ove
th
e h
ead
of
the
nav
igat
ion
of
the
Mis
siss
ipp
i Riv
er.
Th
e U
nite
d S
tate
s w
ante
d t
o o
wn
th
e la
nd
s o
f M
inn
eso
ta. T
he
go
vern
men
t sa
wth
e la
nd
s as
so
met
hin
g t
hat
co
uld
pro
du
ce in
com
e.
Bef
ore
th
e 18
30s,
th
e fu
r tr
ade’
s ef
fect
on
an
imal
po
pu
latio
ns
was
rel
ativ
ely
min
or.
Aft
er t
he
1830
s, S
t. P
aul b
ecam
e an
imp
ort
ant
tran
ssh
ipm
ent
po
int
for
bu
ffal
o r
ob
es, w
hic
h w
ere
carr
ied
do
wn
fro
m t
he
Red
Riv
er v
alle
y, t
hen
tra
ns-
ferr
ed t
o s
team
bo
ats
and
tak
en t
o t
he
railr
oad
ter
min
us
at G
alen
a, Il
lino
is. T
he
mas
s h
un
ting
sty
le in
ven
ted
by
the
Mét
is t
o m
eet
dem
and
sig
nifi
can
tly r
edu
ced
bis
on
nu
mb
ers
un
til t
he
anim
als
wer
e al
l bu
t el
imin
ated
fro
m t
he
stat
e.
The
mel
ting
glac
iers
left
man
y la
kes
and
rive
rs o
n th
e M
inne
sota
land
scap
e. W
here
the
glac
iers
adv
ance
d an
d re
trea
ted
in n
orth
ern
and
wes
tern
Min
neso
ta, t
he la
ndw
as m
ade
fair
ly le
vel.
Whe
re th
e gl
acie
rs d
id n
ot r
each
, in
sout
heas
tern
Min
neso
ta,
mel
twat
er c
arve
d ou
t a r
agge
d ne
twor
k of
dee
p va
lleys
and
sha
rp r
idge
s.
Pin
e fo
rest
s in
th
en
ort
h
Dec
idu
ou
s fo
rest
s in
the
sou
thea
st
Pra
irie
s in
th
e w
est
Th
e d
ry w
este
rlie
s th
atco
me
fro
m t
he
Ro
ckie
sT
he
Red
Riv
er, w
hic
hflo
ws
no
rth
to
Hu
dso
nB
ay Th
e G
reat
Lak
es, w
hic
hflo
w e
ast
to t
he
Atla
ntic
Oce
an
Th
e M
issi
ssip
pi,
wh
ich
flow
s so
uth
to
th
e G
ulf
of
Mex
ico
Th
e w
et w
arm
air
th
atco
mes
up
fro
m t
he
Gu
lfo
f M
exic
o
Th
e co
ld w
eath
er t
hat
com
es d
ow
n f
rom
Can
ada
1. E
colo
gic
al a
reas
wer
e d
ivid
ed a
nd
pu
rch
ased
by
diff
eren
t p
eop
le.
2. G
enet
ic g
rou
ps,
sp
ecie
s, a
nd
eco
syst
ems
wer
e d
ivid
ed t
hat
sho
uld
hav
e re
mai
ned
to
get
her
fo
rth
e b
enef
it o
f th
e en
viro
nm
ent.
1. It
hel
ped
th
e U
.S. g
ove
rnm
ent
pay
off
its
deb
ts f
rom
th
eR
evo
lutio
nar
y W
ar.
2. It
hel
ped
mak
e th
e p
roce
ss o
f se
t-tli
ng
th
e la
nd
wes
t o
f th
eA
pp
alac
hia
ns
ord
erly
.
3. It
mad
e it
po
ssib
le t
o b
uy
and
sel
lla
nd
with
ou
t ev
en s
eein
g it
.
13
ANSW
ER K
EY
Mill
ers
bu
ilt a
tu
nn
el s
yste
m t
o c
han
nel
th
e w
ater
to
th
eir
mill
s. T
his
wea
ken
edth
e lim
esto
ne
led
ge
un
der
nea
th t
he
falls
, wh
ich
eve
ntu
ally
co
llap
sed
.
Wh
ite p
ine
nee
d f
ires
to
reg
ener
ate.
It t
end
s to
gro
w in
ric
her
so
ils, a
nd
it g
row
sab
ove
th
e ca
no
py
of
oth
er t
rees
. Bef
ore
maj
or
log
gin
g b
y E
uro
pea
n s
ettle
rs,
wh
ite p
ine
oft
en g
rew
in v
ein
s th
at w
ere
form
ed b
y n
atu
ral d
istu
rban
ces
on
th
ela
nd
.
Wh
ite p
ine
gre
w u
p t
o 2
00 f
eet
tall.
Th
ey c
ou
ld b
e 4
or
5 fe
et a
cro
ss a
t th
e tr
un
k.It
was
eas
y to
cu
t in
th
e w
oo
ds
and
in t
he
mill
s. It
was
res
ista
nt
to r
ot
and
dec
ay.
It w
as e
asy
to w
ork
with
an
d n
ail.
It flo
ated
hig
h o
n t
he
wat
er a
nd
was
eas
y to
dri
ve d
ow
n t
he
rive
r.
14
ANSW
ER K
EY
valu
es t
he
area
as
a h
om
e,
valu
es t
he
anim
als
as r
elat
ives
valu
e th
e d
eer,
bu
ffal
o, f
ish
, an
dm
aple
tre
es a
sso
urc
es o
f fo
od
valu
es th
e fo
rest
s as
po
ssib
le lu
mbe
r, va
lues
the
prai
ries
as
poss
ible
farm
s, v
alue
s th
e w
ater
-fa
lls a
s a
pow
er s
ourc
e,va
lues
the
area
as
afu
ture
hom
e
Stu
dent
ans
wer
s w
ill v
ary.
Ans
wer
s m
ay in
clud
e:•
The
loss
of t
he b
eave
r w
ill a
ffec
t wat
erle
vels
and
fish
pop
ulat
ions
.•
The
loss
of t
he fo
rest
s w
ill a
ffec
t bir
dan
d de
er p
opul
atio
ns.
• Th
e lo
ss o
f the
dee
r w
ill a
ffec
t hum
anfo
od s
ourc
es.
• The
cre
atio
n of
a m
ill w
ill a
ffect
wat
er le
v-el
s, w
ater
qua
lity,
and
fish
mov
emen
ts.
• Th
e lo
ss o
f th
e pr
airi
e w
ill a
ffec
t bi
rd,
buff
alo,
and
dee
r po
pula
tions
.•
The
loss
of
the
map
le t
rees
will
aff
ect
hum
an f
ood
sour
ces.
Red
Riv
er a
nd
Mis
siss
ipp
iR
iver
Wat
ersh
eds
dec
idu
ou
s an
d c
on
ifero
us
fore
st
high
pre
cipi
tatio
n,in
crea
sing
from
wes
t to
east
area
of h
ighe
stel
evat
ion;
a s
harp
drop
-off
alo
ngLa
ke S
uper
ior
low
to
med
ium
pre
cip
itatio
n,
incr
easi
ng
fro
mw
est
to e
ast
on
e ar
ea o
fh
igh
ele
vatio
n,
gen
tly s
lop
ing
wes
t
Min
nes
ota
Riv
erW
ater
shed
pra
irie
, an
d a
little
dec
idu
ou
sfo
rest
in N
E
Mis
siss
ipp
iR
iver
Wat
ersh
ed
pra
irie
an
dd
ecid
uo
us
fore
st
hig
hes
t p
reci
pi-
tatio
n, i
ncr
eas-
ing
fro
m w
est
to e
ast
nea
rly
flat,
with
ris
e in
SE
Th
e ar
ea in
lan
dsc
ape
A h
as t
he
area
of
hig
hes
t el
evat
ion
in M
inn
eso
ta w
ith a
shar
p d
rop
-off
fro
m t
he
rid
ge
of
lan
d t
o t
he
sho
re o
f La
ke S
up
erio
r at
604
fee
tab
ove
sea
leve
l. M
uch
of
the
rest
of
the
stat
e is
fla
t b
y co
mp
aris
on
exc
ept
for
the
un
gla
ciat
ed s
ou
thea
st c
orn
er o
f th
e st
ate
wh
ere
stee
p-s
ided
hill
s an
d d
eep
val
leys
hav
e b
een
cu
t b
y st
ream
s th
at f
low
eas
t to
th
e M
issi
ssip
pi R
iver
.
In w
este
rn M
inn
eso
ta, t
her
e is
low
pre
cip
itatio
n, a
nd
th
is is
wh
ere
the
pra
irie
islo
cate
d. I
n e
aste
rn M
inn
eso
ta, t
her
e is
hig
her
pre
cip
itatio
n, a
nd
th
is is
wh
ere
the
fore
st is
loca
ted
. Pre
cip
itatio
n is
a m
ajo
r fa
cto
r in
th
e ty
pe
of
pla
nts
th
at c
an g
row
in a
n a
rea.
15
SUGGESTED RESOURCES
Web Sites
Aerial Photographs of Nation and State: http://terraserver.homeadvisor.msn.com/default.aspx
Census Bureau: www.census.gov/
Minnesota Department of Natural Resources: www.dnr.state.mn.us/
Minnesota Department of Natural Resources – Interactive Maps: http://www.dnr.state.mn.us/maps/index.html
Minnesota Department of Natural Resources – Watersheds: www.dnr.state.mn.us/watersheds/map.html
Minnesota Department of Planning Maps: http://www.lmic.state.mn.us/mapping_services.html
Minnesota Environmental Atlas: http://www.lmic.state.mn.us/EPPL7/Atlas/
Minnesota: A History of the Land – Interactive Maps: http://www.historyoftheland.org
Minnesota Historical Society: Forests, Fields and Falls: http://discovery.mnhs.org/ConnectingMN/
Minnesota Historical Society, Northern Lights: http://www.mnhs.org/school/classroom/nlights.html
Minnesota Office of Environmental Education: www.moea.state.mn.us/ee/index.cfm
Minnesota Population Distribution Map: http://www.mnplan.state.mn.us/maps/2001/DotState.pdf
Books for Teachers
Sansome, Constance. Minnesota Underfoot. Voyageur Press, 1983.
Tester, John. Minnesota’s Natural Heritage. University of Minnesota, 1995.
Wagner, Nancy O’Brien and Hilary Wackman. Northern Lights: The Stories of Minnesota’s Past (annotated Teacher’s
Edition). Minnesota Historical Society Press, 2004.
Books for Students
Arthus-Bertrand, Yahn. The Future of the Earth: An Introduction to Sustainable Development for Young Readers.
Harry N. Abrams, 2004.
Dolan, Edward. Our Poisoned Waters. Dutton Books, 1997.
Hoose, Phillip. The Race to Save the Lord God Bird. Farrar, Straus, and Giroux, 2004.
16
WEB SITE
Minnesota: A History of the Land is a four-part documentary series that weaves together human and natural
history and illustrates the historical and ongoing importance of Minnesota’s landscapes to the social, cultural,
and economic systems of the region. To learn more about the series, and dig deeper into the history of
Minnesota, visit the web site. On the site, you can:
• View Interactive Maps
• View 4-minute Video Clip
• Order the CD Soundtrack
• Order the Series on DVD
www.historyoftheland.org
The Minnesota: A History of the Land web
site provides brief overview of each episode,
behind-the-scenes information, video trailer,
interactive maps, and much more.
On the web site, you will have
access to interactive maps featured in
the 4-part video that illustrates
Minnesota’s major biomes, water-
sheds, and glacial history.
17
Scale:
0 50 mi
Major Lakes & Rivers LAC QUI PARLE
BIG STONE
STEVENS
SWIFT
TRAVERSE
CHIPPEWA
LINCOLN LYON
MURRAYPIPE-STONE
YELLOW MEDICINE
REDWOOD
RENVILLE
ROCK NOBLES JACKSON MARTIN FARIBAULT
NICOLLET LE SUEUR
COTTON-WOOD WATON-
WANBLUEEARTH
BROWN
FREEBORN
DODGE
RICE GOODHUE
MOWER
STEELEWASECA WINONAOLMSTED
WABASHA
FILLMORE HOUSTON
SCOTT DAKOTA
CARVER
SIBLEY
MCLEOD
MEEKERHENNEPIN RAM-
SEY
WASHIN
GTON
ANOKA
CHISAGO
ISANTIBENTON
WRIGHT
COOK
ITASCA
KOOCHICHING
LAKE
ST. LOUIS
Aitkin CARLTON
CASS
BELTRAMICLEARWATER
CLAYBECKER
DOUGLASGRANT
KITTSON
MAHN-OMEN
LAKE OF THE WOODS
MILLE LACS
KANABEC
HUBBARD
CROW WING
NORMAN
PENNINGTON
POLK
RED LAKE
ROSEAU
OTTER TAIL
MARSHALL
WADEN
A
TODD
STEARNS
MORRISON
KANDIYOHI
POPE
PINE
SHERBURNE
WILKIN
Upper Red Lake
Lower Red Lake
Lake of the Woods
Rainy Lake
Lake Winnibigoshish
Lac qui Parle
Lake Pepin
Mille Lacs
Leech Lake
Lake Superior
Big Stone Lake
Red River
Red River
Mississippi River
Mississippi River
Root River
Minnesota River
Cannon River
St. Croix River
Saint Paul
Duluth
Mankato
Minneapolis
Grand Marais
InternationalFalls
Worthington
Morris
Bemidji
Hinckley
Moorhead
Roseau
GrandRapids
Brainerd
Rochester
MAP 1: MINNESOTA COUNTY REFERENCE MAP
18
Lake Superior
Mississippi
Red River
Watersheds
MAP 2: MAJOR WATERSHEDS OF MINNESOTA
Lake Superior
Mississippi
Red River
Watersheds
19
Lake Superior
Basin
Mississippi HeadwatersBasin
Minnesota River Basin
Lower Mississippi-
Cannon-Root
Rivers Basin
Lower Mississippi-
Reno Rivers BasinLower Mississippi-Cedar-
Wapsipinicon Rivers Basin
Des Moines
River Basin
Red River Basin
Rainy River Basin
Missouri-Big Sioux Rivers Basin
Missouri-Little Sioux Rivers Basin
Major Watersheds
St. Croix River
Basin
MAP 3: SUBWATERSHEDS OF MINNESOTA
20
Prairie
Deciduous Forest
Coniferous Forest
Biomes (around 1850)
MAP 4: MAJOR BIOMES OF MINNESOTA (around 1850)
Prairie
Deciduous Forest
Coniferous Forest
Biomes (around 1850)
21
Over 16001400-16001200-14001000-1200600-1000Lakes
Elevation (feet)
MAP 5: ELEVATIONS OF MINNESOTA
Over 16001400-16001200-14001000-1200600-1000Lakes
Elevation (feet)
22
Low
Middle
High
Precipitation
MAP 6: PRECIPITATION PATTERNS OF MINNESOTA
Low
Middle
High
Precipitation
23
Population DensityPer Sq. Mile 2000
10 or fewer
11 to 50
51 to 100
101 to 200
More than 200
MAP 7: MINNESOTA POPULATION DENSITY/SQUARE MILE (circa 2000)
24
Major RiMajor Ri
Develocombined and minin
AgricuForest/combined and brush
Wetlanprairie wepeatlands
Lakes Rivers
Land Use inMinnesota
MAP 8: LAND USE IN MINNESOTA 2000
Major RiversMajor Rivers
Developed combined urban, rural, and mining development
AgricultureForest/Brush combined forested landand brushland
Wetland prairie wetlands,peatlands, forest swamp
Lakes Rivers
Land Use in Minnesota 2000