UNIT 1 • FREE

ND Tribal Nations

Learn about North Dakota's 4 sovereign Tribal nations - representing Sioux, Mandan, Hidatsa, Arikara, and Anishinaabe peoples - while building your first website with HTML basics. This unit introduces digital citizenship, respectful online research, and the foundations of web development.

⏱️ 7 Stages
📱 Beginner
🎯 45-60 min per stage
💻 HTML Basics

What You'll Learn

In this unit, you'll discover North Dakota's Tribal nations while learning the building blocks of every website. You'll create your first web page about the diverse Indigenous peoples who have called North Dakota home since time immemorial - the Dakota and Lakota Sioux nations, the MHA Nation (Mandan, Hidatsa, and Arikara), and the Turtle Mountain Band of Chippewa. The biggest new concept: HTML, the markup language that every website is built with.

By the end of this unit, you'll be able to say "I can..."

  • Identify and describe North Dakota's 4 federally recognized Tribal nations
  • Understand the cultural diversity across North Dakota's Tribal nations
  • Explain the significance of the MHA Nation - Mandan, Hidatsa, and Arikara peoples
  • Practice digital citizenship and respectful online research
  • Create a basic HTML web page structure
  • Use semantic HTML elements to organize information
  • Add <h1>, <p>, and <ul> elements to a webpage
  • Understand how websites are built with code

What You'll Build

You'll create a website showcasing North Dakota's Tribal nations, with sections for both the Sioux/Dakota nations and the MHA Nation and Anishinaabe community. Your website will include Tribal names, locations, and respectful information about each nation's history and present-day contributions.

The 7 Stages

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
Start Stage 1 →

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Sources

All cultural, historical, and Tribal nation content in this unit is grounded in reputable sources. We prioritize official Tribal nation websites, state and federal government resources, and Native-authored publications.

Official & Tribal Nation Sources

Academic & Educational Sources

Digital Citizenship

Educational Standards

This unit aligns with national computer science and technology standards as well as state-level social studies and media arts standards. You are viewing this unit as a North Dakota student or educator - the North Dakota standards are expanded below. All other state standards are also available.

  • OSEU.SS.H.1, Tribal Nations as Sovereign Governments (All Grades): Students will understand that Indigenous peoples of North America are organized into sovereign Tribal nations with distinct histories, governance structures, and legal standing under federal law. (The unit introduces all 4 ND Tribal nations as present-day sovereign governments. Students research each nation using official Tribal nation websites and state government sources, building foundational understanding that these are governments with digital presences, elected leadership, and treaty-protected rights.)
  • OSEU.SS.G.1, Self-Determination and Tribal Governance (All Grades): Students will understand that Tribal nations exercise inherent sovereignty and self-determination in their political, cultural, and community affairs. (Building a webpage that accurately represents each nation is a small act in a larger tradition of Indigenous self-representation. Students learn that how a nation is described online matters, and that their role as a developer includes a responsibility to represent that information with accuracy and respect.)
  • OSEU.ELA.W.1, Research Writing for a Public Audience (All Grades): Students will produce clear and purposeful writing grounded in verified sources, appropriate to task and audience. (Descriptions students write for each Tribal nation must come from official sources: Tribal nation websites, the ND Indian Affairs Commission, and state government databases.)
  • CSTA 2-IC-21 (Grades 6-8): Discuss issues of bias and accessibility in the design of existing technologies. (Students research and represent Tribal nation information on a real webpage, practicing inclusive and culturally respectful representation from the very first lesson in the curriculum.)
  • ISTE 1.3, Knowledge Constructor: Critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others. (Students use official Tribal nation websites, state government databases, and Native-authored publications to research North Dakota's 4 Tribes, building the habit of prioritizing primary and verified sources from day one.)
  • ISTE 1.6, Creative Communicator: Communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals. (Students create and publish their first real webpage, making intentional choices about how to present Tribal nation information for a real public audience.)
  • ND CS 5.DD.1 / 6.DD.1 / 7.DD.1 / 8.DD.1 (Grades 5-8): Create and evaluate algorithms using pseudocode, flowcharts, or other visual tools. (HTML is a structured, precise language: students write tags in a defined order, open and close them correctly, and nest elements inside one another. Understanding this structure is an introduction to algorithmic thinking.)
  • ND CS 6.S.1 / 7.S.1 / 8.S.1 (Grades 6-8): Examine the positive and negative impacts of technology on how people live, work, and interact, including considerations of equitable access. (Students consider what it means for a Tribal nation to have or lack a strong web presence, connecting computing to Tribal sovereignty and digital equity from the first unit.)
  • ND Indigenous Language Standard 2.1 (All Grades): Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied. (The unit covers all four ND Tribal nations across three distinct cultural heritages: Sioux/Dakota, MHA (Mandan, Hidatsa, Arikara), and Anishinaabe - reflecting the true cultural diversity of North Dakota's Indigenous peoples.)
  • ND Indigenous Language Standard 5.3 (All Grades): Learners value and promote Indigenous, heritage, and native languages and show interest in efforts to preserve and revitalize those that are endangered through active engagement in language and cultural activities. (Building a webpage about Tribal nations is a direct act of cultural engagement. Students use technology to make Indigenous presence visible and discoverable online.)
  • OSEU Standard 1.1 (All Grades): Understand the history and contemporary status of the Oceti Sakowin. (The unit covers Spirit Lake Nation and Standing Rock Sioux Tribe - both are Sioux/Dakota nations connected to the broader Oceti Sakowin, whose lands and peoples span across both North and South Dakota.)
  • OSEU Standard 2.1 (All Grades): Understand the concept of sovereignty as it applies to the Oceti Sakowin and other Indigenous peoples. (Every Tribal nation introduced in this unit is a federally recognized sovereign government. Understanding sovereignty is foundational to representing Tribal nations accurately and respectfully online.)
  • SD CS 6-8.IC.01 (Grades 6-8): Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options in South Dakota and the world, as well as urban, rural, and reservation communities. (Students consider what it means for Tribal nations to maintain a web presence and how digital access shapes sovereign communication and visibility.)
  • MN Social Studies 6.4.18.1 (Grade 6): Describe how Dakota and Anishinaabe people today narrate their own history. (The unit covers Dakota and Anishinaabe nations in North Dakota - Spirit Lake Nation (Dakota) and Turtle Mountain Band of Chippewa (Anishinaabe) - whose peoples share connections with Minnesota's nations.)
  • MN ELA 6.3.3.2 / 7.3.3.2 / 8.3.3.2 (Grades 6, 7, 8): Create and share a multimedia or digital communication, choosing tools to meet the task, purpose, and audience, demonstrating understanding of digital footprint. (Students publish their first complete webpage as a unit deliverable, a public act of digital communication grounded in research about Tribal nations.)