|Inquiry Design Model (IDM) Blueprint™|
|Behavior Expectations and the 7 Grandfather Teachings|
|NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 4 “Sense of Humor”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity”|
|Compelling Question||How do we know how to behave? Who or what teaches us to behave ourselves?|
|Standards and Practices||SOC.6_12.1 Utilize critical thinking and problem-solving skills to develop an understanding of different perspectives of sociology|
ND.6_12.4.1 Identify the Native American groups in North Dakota before European contact and describe their culture.
ND Health Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
ND Health Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
ND Health Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
ND Health Standard 8: Demonstrate the ability to advocate for personal, family, and community health.
|Staging the Question|
How do the 7 GrandFather Teachings guide a good way of life?
|Supporting Question 1||Supporting Question 2||Supporting Question 3|
|What are the 7 GrandFather Teachings of the Anishinabe||Where do you get your values from?||Why is the world so divided?|
|Formative Performance Task||Formative Performance Task||Formative Performance Task|
7 Groups Assigned a Teaching: Research and create a billboard for the Teaching. Present to the class.
Students will complete an individual homework task of gathering what their primary seven values or teachings were in their household.
Groups will research religious wars of the past to uncover why they disagreed with each other so much? What teachings were so different among those people to create those wars?
|Featured Sources||Featured Sources||Featured Sources|
The Seven Grandfathers
The Teachings of the Seven Grandfathers.
Students will have a discussion to narrow down what each student will be responsible for answering.
|Religious Wars of Europe|
|SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)|
Create a display for all the grandfather’s teachers to be shared with the public.
|SUMMATIVE PERFORMANCE TASK: Extension|
Apply the grandfather teachings to the school behavior management plan or PBIS plan.
|Taking Informed Action / Real World Application||Create a movement for sending sharing and applying the grandfather teachers to the school and community. Send word to the media, governments, and others about the value of living a good way of life by following the grandfather teachings.|
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.