| Inquiry Design Model (IDM) Blueprint™ |
| Manhood and Womanhood |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity” |
| Compelling Question | How can including traditional manhood and womanhood wisdom help children/youth understand their sacred identity? |
| Standards and Practices | 9–12.5.1 Analyze the Earth’s human systems 9-12.5.2 Interpret the relationships between physical environments and society (environment modifies society, use and importance of resources) 9-12.6.1 Explain how group and cultural influences contribute to human development, identity, and behavior |
| Staging the Question | American Indians understand the deep connection with the universe, how can this correlate with the western world to impact youth in education? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How does peer pressure effect youth in courtship, self-care, and education? | In what ways can elder wisdom and traditions be incorporated into youth development? | The cycle of life is promising and how can youth be the benefactors of this natural life process? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Listen to the video-Circle of Life and hold a talking circle discussion on it. Have student’s journal their feelings. Assign students read Waasa Inaabidaa pgs. 65-90 & 91-111. Have students do assigned ques. | Invite traditional elders who know manhood and womanhood ceremony to come share their knowledge with students. Students and teacher develop questions to ask elder(s). | Teacher work with elders to develop a Manhood and Womanhood cycle of life Health Fair to involve community and or reservation to set up health booths. |
| Featured Sources | Featured Sources | Featured Sources |
| Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look-Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Circle of Life with Catherine Howard https://teachingsofourelders.org/essential-understanding-1-catherine-howard/ | Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look-Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Life is a Gift Given with JT Shining Oneside https://teachingsofourelders.org/essential-understanding-2-jt-shining-oneside/ Learning to Pray from Grandpa with Angeline Fourth Iron Road https://teachingsofourelders.org/learning-pray-grandpa-angeline-fourth-iron-road/ | Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look- Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Two Types of Education with Oliver Gourd https://teachingsofourelders.org/two-types-education-oliver-gourd/ |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have students talk to an adult about prayer. |
| SUMMATIVE PERFORMANCE TASK: Extension | Have students talk to wiling adult to learn how they were taught of manhood/womanhood. |
| Taking Informed Action / Real World Application | Students and teacher could develop a pamphlet with Indian Health Service on Traditional Parenting. |
