| Inquiry Design Model (IDM) Blueprint™ |
| Am I an Indian? |
| NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 7 “Native Identity” |
| Compelling Question | What constitutes tribal identity? |
| Standards and Practices | US.6_12.1-6.E2.4 Explain the changing Native American federal policy and the impact on tribal sovereignty ND.6_12.2.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota. G.6_12.3.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives. |
| Staging the Question | What makes one an “Indian”? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| Why do we say “I’m a half Indian. Or I’m only a quarter Indian?” | Why would the government want to ‘cut out’ mixed bloods from the treaty? | Why, According to Red Thunder, must the mixed-bloods be members of the tribe? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Classroom discussion assessing knowledge of “Indian blood quantum” origin. | Read handout of “Ten-Cent Treaty” while answering key concepts on worksheet. | Classroom discussion interpreting the speech of Red Thunder, contrasting the Indian concept of membership with the American concept. |
| Featured Sources | Featured Sources | Featured Sources |
| Elder saying: “It doesn’t matter if you only have one drop of Indian blood. That blood has been here for thousand of years”, Francis “Eagleheart” Cree, Turtle Mountain Chippewa. | Ten-Cent Treaty handout and worksheet. | Red Thunder’s speech during TenCent Treaty negotiations. https://www.dibaajimowin.com/metis/a-speech-on-behalf-of-the-metis |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students write and essay describing the Indian’s concept of tribal membership as contrasted with the American’s concept and the reasoning behind each group’s beliefs. |
| SUMMATIVE PERFORMANCE TASK: Extension | Students analyze list of treaty signers and ask grandparents whether their ancestor signed the treaty. |
| Taking Informed Action / Real World Application | Classroom discussion: Some tribes have removed blood quantum requirements from tribal enrollment. What are the pros and cons of having a blood quantum requirement? |
