|Inquiry Design Model (IDM) Blueprint™|
|English is a Foreign Language in North Dakota|
|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||What role do languages play in the identity of a people?|
|Standards and Practices|
Cultures Standard 2.1 (Practices of Culture): Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied,
Cultures Standard 2.2 (Products of Culture): Students demonstrate an understanding of the relationship between the products and the perspectives of the cultures studied.
Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Connections Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are available only through the foreign language and its cultures.
Comparisons Standard 4.1: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own.
Comparisons Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities Standard 5.3: Students value native and heritage languages and show interest in efforts to preserve those that are endangered.
|Staging the Question|
Why are Native American Languages so important to their identity?
|Supporting Question 1||Supporting Question 2||Supporting Question 3|
|What are the 5 original languages of North Dakota?||Why are Native Languages barely spoken anymore by their own people? Why are Native Languages considered endangered?||What language do you come from? How are your ancestral languages part of your culture? How would relearn your language or relearn your culture if you needed to?|
|Formative Performance Task||Formative Performance Task||Formative Performance Task|
|Students will work in groups of 4 on a research project. They will be assigned one of the 5 original Native languages of North Dakota.|
Students will create a media project (Billboard, pamphlet, video production, essay, etc) and complete all the required parts of the research project that the class came up with.
Students will work in their 4 groups to research and answer the supporting questions by creating a project or media presentation to the rest of the class.
Students will research what language their ancestry spoke and where they came from. They will create a brochure project or media project to share with the class. They will answer the supporting questions and share any other relevant information or comparisons they may have to Native American’s.
|Featured Sources||Featured Sources||Featured Sources|
|Native American Revitalization Legislation|
Native Americans Work to Revitalize Traditional Languages
Saving America’s Endangered Languages
Students will research their own languages and use their families as a resource.
Relationship Between Language and Culture Defined
|SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)|
Ask the school for permission to create place names for all areas of the school in the original languages of North Dakota.
|SUMMATIVE PERFORMANCE TASK: Extension|
Bring in a Native American from North Dakota that speaks their language and share with the class or school.
|Taking Informed Action / Real World Application|
Students will advocate with the school district to create a Native Studies or Native Language of North Dakota class for students to have an option to study.
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.