| Inquiry Design Model (IDM) Blueprint™ |
| Clans |
| NDNAEU 1 “Sacred Relatives” |
| Compelling Question | Do you know what clan you belong to? |
| Standards and Practices | 9–12.6.1 Explain how group and cultural influences contribute to human development, identity, and behavior (e.g., religion, education, media, government, and economy) 9–12.6.2 Explain the various purposes of social groups, general implications of group membership, and different ways that groups function (e.g., minority groups, cliques, counterculture, family relations and political groups) |
| Staging the Question | What is the significance of the clan structure? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What is the significance of being born into a clan? | How does one inherit a clan? | Can you name you clan aunt and uncle? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Look at the Hidatsa website listed below and read the section on clans. Have students share which clan they are from. Have students talk to their families about the clans they come from. Have students bring their clan books or information they find back to school. | Have students share what they found out about their clans. Clarify that clans follow the mother. As students share about their clans, keep a record of which students are from the same clans. Create a graph to show the results. | Have students find out who their clan aunt and uncle are. Who do you call at a give-away? Who has the responsibility of the burial in your family when someone passes away? Have students create a flyer that they can share with others about their clans. |
| Featured Sources | Featured Sources | Featured Sources |
| Kinship and Clans of the Hidatsa and Mandan http://lib.nhsc.edu/FortBerthold/Clans.htm | Kinship and Clans of the Hidatsa and Mandan http://lib.nhsc.edu/FortBerthold/Clans.htm | Kinship and Clans of the Hidatsa and Mandan http://lib.nhsc.edu/FortBerthold/Clans.htm |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have a discussion about the importance of being part of a clan. Does it help individuals to be a part of a clan or not? Students can choose a side to support. |
| SUMMATIVE PERFORMANCE TASK: Extension | Have students present their clan flyers to the class. |
| Taking Informed Action / Real World Application | Students will be able to share with others what they have learned about their own clan structures to others. This will help students develop their sense of identity. |
