| Inquiry Design Model (IDM) Blueprint™ |
| “Experiences of Various Indigenous People” |
| NDNAEU 5 “Tribal Policies, Treaties and Sovereignty” |
| Compelling Question | How did the Native American experience with Anglo-American settlement compare with that of indigenous populations in Australia and South Africa? |
| Standards and Practices | US.6_12.1-6.E2.1 Analyze the impacts of social, religious, and/or cultural movements. US.6_12.1-6.E2.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy. The following might sum most of it up….. US.6_12.1-6.E2.4 Explain the changing Native American federal policy and the impact on tribal sovereignty. US.6_12.1-6.E3.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people. ND.6_12.4.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups. |
| Staging the Question | How does lifestyle impact standards of living and population size? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How were the experiences of indigenous people on the Great Plains similar and/ or different than aboriginal people in Australia and Tasmania? | How did assimilation under the Dawes Act of 1887 in the U.S. compare with Australian initiatives initiated in the early 1900s? | How did assimilation policies in the U.S. and Australia differ from contemporary cultural policies regarding the Zulu in South Africa? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Read Chapter 7 (pp.76-91) of North Dakota Indians and website link below (Sections 22-28). Write a brief summary of policies for each source. | Read pp. 42-45, Killing Without Murder and consult ndstudies.gov (search “Dawes Act of 1877”) for background content regarding the two forms of assimilation. Lead a class discussion of two groups (each reading only ONE selection for time considerations). Steer class discussion toward the different motives and outcomes in each case. | Compare and contrast government policies relating to the following indigenous groups: North American Plains tribes, Australian/ Tasmanian aborigines, South African Zulu by creating a graphic organizer. Use the following sources as reference. Create at least four categories for GROUPS, TIME, POLICY (overview), and RESULTS. Use previous knowledge from previous Performance Tasks for North American and Australian information. |
| Featured Sources | Featured Sources | Featured Sources |
| Schneider, Mary Jane. North Dakota Indians: An Introduction. Dubuque, Iowa: Kendall and Hunt, 1986. http://www.alrc.gov.au/publications /3.%20Aboriginal%20Societies%3A%2 0The%20Experience%20of%20Contac t/changing-policies-towardsaboriginal (Australian Government: Australian Law Reform Commission website) | ND Studies website: http://ndstudies.gov/ http://preserve.lehigh.edu/cgi/viewc ontent.cgi?article=1002&context=caslehighreview-vol-13 (Schimmel, Jessica. Killing Without Murder: Aboriginal Assimilation Policy as Genocide. Lehigh University Review, 2005.) | Plains tribes, Australian/ Tasmanian aborigines, South African Zulu by creating a graphic organizer. Use the following sources as reference. Create at least four categories for GROUPS, TIME, POLICY (overview), and RESULTS. Use previous knowledge from previous Performance Tasks for North American and Australian information. |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Use content from all three Formative Performance Tasks to create a single timeline from 1860-1960 including important dates and events for all three indigenous groups researched. |
| SUMMATIVE PERFORMANCE TASK: Extension | Present findings from timeline project in class |
| Taking Informed Action / Real World Application | Prepare timeline project for class/ school assembly and/ or display at school (hallways, classroom, display cabinet diorama, etc.) |
