THE RED RIVER
TRANSPORTATION ON THE RED RIVER

Grade Level:
4^th-6^th

Standards Integration:
Minnesota:
Grades 4-5: Read, Listen, and View: Interpretation and Evaluation
4. Compare and contrast settings, ideas, or actions.
Grades 6-8: Write and Speak: Interpersonal Communication
2. Interacting and communicating appropriately with individuals of different gender, age, culture, and points of view.
Social Studies: Current Issue Analysis
3. Selecting and defending a position based on information.

North Dakota:
Grades K-4: >Social Studies: Social Studies Resources
4.4.3 Use printed and electronic media to gather, organize, and interpret information about current events.
Grades 5-8: Social Studies: Social Studies Resources
8.4.2 Use primary and secondary sources to gather, interpret, analyze, and evaluate historical events and time periods.

Materials:
None

Objectives:

In order to demonstrate higher-order thinking skills, students will communicate clearly, concisely, and effectively their opinions.

Background:
The first steamboat to navigate the Red River was built, named after, and sailed by Anson Northup. Although many steamboats navigated the Red, eventually the steamboat as a means of transport was abandoned because it was not efficient. The Red River is twisted and therefore difficult to navigate. Flatboats, much more efficient, were used by many tradesmen to transport goods. Made of long pieces of wood, they were dismantled and sold as lumber after the boat had served its purpose.

Pre-Visit Activity:
Create a chart comparing the flatboat to the steamboat. Encourage students to list things such as cost, reliability, and ease of transport. Discuss the benefits and disadvantages of different means of river transportation for the Europeans who first settled in the Valley.

Post-Visit Activity:
Advancements made in methods of transportation were rapid in the nineteenth century. Make comparisons to the introduction of rapid transport technology today. Begin by comparing the flatboat to the steamboat and then introduce the railroad. Ask the students to compare beneficial advancements in technology to those that are unnecessary or frivolous. Create a forum to discuss the advantages and disadvantages of technology today. Have the students designate a spokesperson to state their case. Act as moderator or play Devil’s Advocate to encourage them to see two or more sides of the issue.