| Inquiry Design Model (IDM) Blueprint™ |
| Family Tree and Native Americans |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 7 “Native Identity” |
| Compelling Question | Where did you come from? |
| Standards and Practices | G.6_12.3.1 Describe the differences and similarities among cultures around the world. G.6_12.3.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives. 6-12 Sociology Standards- Domain 2: Social Structure SOC.6_12.1-2.D4.1 Explain common patterns of social inequality and the impact on groups. |
| Staging the Question | How is family an integral part of the overall culture for Native Americans? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How is family an integral part of the overall culture for Native Americans? | What does your family tree look like? | How would you describe society’s current family dynamics? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will work in pairs and first have conversations about the Compelling and staging questions. | Students will read the link below for background research on Family Tree. Students will create a family tree with descriptions/pictures of each family member in a brochure, video, poster, or other media source that the student chooses. | Students will research the struggles that families are having with today’s society and draw comparisons to what their culture research provided them what they would like for them to be. |
| Featured Sources | Featured Sources | Featured Sources |
| Seven Fires Prophecy https://en.wikipedia.org/wiki/Seven_fires_prophecy Seven Grandfather Teachings https://en.wikipedia.org/wiki/Teachings_of_the_Seven_Grandfathers | Family Tree https://en.wikipedia.org/wiki/Family_tree | Recent Changes in Family Structure https://courses.lumenlearning.com/boundless-sociology/chapter/recent-changes-in-family-structure/ |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students will display their family trees in the hallways during a Friday afternoon to show the diversity of where students are from that attend the school. The goal is to promote more equity and understanding of other cultures. |
| SUMMATIVE PERFORMANCE TASK: Extension | Invite a knowledgeable Ojibwe person to come and speak to the class about this lesson, including their own answers to all the questions posed. |
| Taking Informed Action / Real World Application | Classroom will write a letter to the principal with recommendations of how the school can continue to honor, value and recognize the various cultures, backgrounds and people that attend the school. Disclaimer: Educators are encouraged to use these lessons as a guide, especially when it comes to capturing standards and required content for their instructional disciplines. Adapt, synthesize, abbreviate, and incorporate are just some of the encouraging words to educators to USE any of the NDNAEU lessons to make them their own. |
