| Inquiry Design Model (IDM) Blueprint™ |
| Hidatsa Clans System |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity” |
| Compelling Question | What clan do you belong to? |
| Standards and Practices | Language and Culture Standard 4.2.6 Recognize and compare how religious beliefs and practices influence the home and target cultures (i.e., celebrations, saints, food, clothing, holidays). WH.6_12.4 Analyze the influence of social, cultural, and economic developments on individuals. |
| Staging the Question | What is the significance of the clan structure? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What is the significance of being born into a clan? | How does one inherit a clan? | Can you name your clan aunt and uncle? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Look at the Hidatsa website listed below and read the section on clans. Have students share which clan they are from. Have students talk to their families about the clans they come from. Have students bring their clan books or information they find back to school. | Students will share what they found out about their clans. Clarify that clans follow the mother. As students share about their clans, keep a record of which students are from the same clans. Create a graph to show the results. | Students will find out who their clan aunt and uncle are. Who do you call at a give-away? Who has the responsibility of the burial in your family when someone passes away? Have students create a flyer that they can share with others about their clans. |
| Featured Sources | Featured Sources | Featured Sources |
Hidatsa Clans http://lib.nhsc.edu/FortBerthold/Clans.htm ND Studies Mandan, Hidatsa, Sahnish https://www.ndstudies.gov/threeaffiliated-tribal-overview State Historical Society of ND https://www.history.nd.gov/exhibits/index.html | ND Studies Mandan, Hidatsa, Sahnish https://www.ndstudies.gov/threeaffiliated-tribal-overview State Historical Society of ND https://www.history.nd.gov/exhibits/index.html | Tribal Museums and Cultural Centers http://tribalmuseums.org/museum.html State Historical Society of ND https://www.history.nd.gov/exhibits/index.html |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students will have a discussion about the importance of being part of a clan. Why does it help individuals to be a part of a clan or not? Students can choose a side to support. |
| SUMMATIVE PERFORMANCE TASK: Extension | Students will present their clan flyers to the class. |
| Taking Informed Action / Real World Application | Students will be able to share with others what they have learned about their own clan structures to others. This will help students develop their sense of identity. |
