Inquiry Design Model (IDM) Blueprint™
“Am I an Indian?”
NDNAEU 7 “Native Identity”
Compelling QuestionAm I an Indian?
Standards and PracticesC.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 QuestionWhat 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 TaskFormative Performance TaskFormative 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 SourcesFeatured SourcesFeatured 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: ExtensionStudents research requirements for enrollment in North Dakota tribes.
Taking Informed Action / Real World ApplicationThink about your stereotypical thoughts, how they can hurt others. Curtail them.