| Inquiry Design Model (IDM) Blueprint™ |
| “Am I an Indian?” |
| NDNAEU 7 “Native Identity” |
| Compelling Question | Am I an Indian? |
| Standards and Practices | C.6_12.2.4 Explain the relationship among federal, state, tribal, and local governmental powers. C.6_12.2.5 Explain the purposes, organization, powers, and processes of tribal and local governments. C.6_12.4.2 Describe and evaluate the criteria and process for naturalization in the United States. C.6_12.4.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic. |
| Staging the Question | What makes one an Indian? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| Why is it said, “He is half Indian?” Or, “She is 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 |
| Students will: • Watch video, The Importance of Knowing Who You Are • Read, So What Exactly Is ‘Blood Quantum’? • Listen to, It’s Not Just About The Blood • Discuss the origins and concepts used to justify Indian blood quantum | Students will: • Read Disenrollment and Disenfranchisement blog • Read The 10 Cent Treaty blog • Discuss perspectives on blood quantum | Students will: • Read A Speech on Behalf of the Metis • Read Treaties section of NDS Indian Studies Turtle Mountain • Read Senator Hoeven’s Report 116-190 to accompany Senate bill 51, dated JANUARY 6, 2020 |
| Featured Sources | Featured Sources | Featured Sources |
| Video: https://www.youtube.com/watch?time_continue=25&v=_4Ao9SCtrGQ&feature=emb_title Audio: https://one.npr.org/?sharedMediaId=583753149:583816831 Reading: https://www.npr.org/sections/codeswitch/2018/02/09/583987261/so-what-exactly-is-blood-quantum https://www.hindawi.com/journals/janthro/2011/549521/ | Reading: https://www.dibaajimowin.com/tawnkiyash/disenrollment-and-disenfranchisement http://www.chippewaheritage.com/heritage-blog2/the-10-cent-treaty | https://www.dibaajimowin.com/metis/a-speech-on-behalf-of-the-metis https://www.ndstudies.gov/curriculum/high-school/turtle-mountain#heading4 https://www.congress.gov/116/crpt/srpt190/CRPT-116srpt190.pdf |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students write an essay that compares and contrasts Indigenous concepts of tribal membership with those of the Federal government. |
| SUMMATIVE PERFORMANCE TASK: Extension | Students research requirements for enrollment in North Dakota tribes. |
| Taking Informed Action / Real World Application | Think about your stereotypical thoughts, how they can hurt others. Curtail them. |
