| Inquiry Design Model (IDM) Blueprint™ |
| Coming of Age Celebrations |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 5 “Tribal Policies, Treaties and Sovereignty” |
| Compelling Question | What are some of the names of the coming of age ceremonies in three cultures. How are they similar and different? |
| Standards and Practices | SOC.6_12.1 Utilize critical thinking and problem-solving skills to develop an understanding of different perspectives of sociology. SOC.6_12.1-2.D2.1 Define and provide examples of culture. SOC.6_12.1-2.D2.2 Explain the relationship between culture and society. Ethnocentrism vs. cultural relativism, culture shock, values and beliefs Family, school, government, religion, economy, social statuses, roles SOC.6_12.2 Practically apply concepts of sociology. SOC.6_12.1-2.D2.3 Explain important institutions in society. Historical context of social change, countercultures, social movements SOC.6_12.1-2.D2.4 Explain how social institutions and cultures change over time. Keys to Successful Group Work: Culture, Structure, Nurture |
| Staging the Question | Have students listen to the video on Catherine Howard and read one of the doula articles as a reference. Then write a three page essay including a cover page about the article and the video and compare to the three coming of age ceremonies they learned about. |
| Supporting Question 1 |
| In what ways can the coming of age ceremonies help a youth in youth and adulthood? Write your responses on paper, and discuss your writing in groups of three. Share out with large group after or put on responses on poster board? Share with class by one student from each group for circle learning. |
| Formative Performance Task |
| Students can discuss the various coming of age articles and their significance to the person going through the ceremony and what they may be thinking. Write how they would feel if they went through a similar experience. Perhaps some of the students have gone through a coming of age ceremony and would share their experience with the class. |
| Featured Sources |
| Broken Circle with Catherine Howard Coming of Age Traditions: https://eantinello.wixsite.com/canadianconnections/single-post/2018/05/26/Ojibwa-Culture-Coming-Of-Age-Traditions |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have students do a capstone project along with health, or FACS class to get graded in both classes. |
| SUMMATIVE PERFORMANCE TASK: Extension | Interview their parents, guardians, elders, or grandparents if they went through a coming of age ceremony and what are the benefits of going through the ceremony. |
| Taking Informed Action / Real World Application | Have students share their thoughts on coming of age ceremonies in the school newspaper. |
