| Inquiry Design Model (IDM) Blueprint™ |
| Family |
| NDNAEU 7 “Native Identity” |
| Compelling Question | Do you know who you are? |
| 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 do you know about your family tree? |
| Supporting Question 1 |
| Can you name your family members back to your great-grandparents? |
| Formative Performance Task |
| Have students research their families back to their great-grandparents. Have students create a diagram of their families. It might be a “tree” a “constellation” or some other format that best fits their family. Have students interview family members or other community members to learn about their families. Use the link below to access the Tribal Enrollment Office if needed. |
| Featured Sources |
| http://mhanation.com/tribal-enrollment |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have a discussion together about whether or not it is valuable to know who you come from. Have students support their views with specific reasons. |
| SUMMATIVE PERFORMANCE TASK: Extension | Have students choose one relative they would like to learn more about. Have them either interview the relative or interview someone who knew the relative and create a presentation to share with the class about this individual. Try to gather pictures if possible. Students can choose how they want to present their project. |
| Taking Informed Action / Real World Application | Have students invite the relatives they wrote about if they are able to come to see their presentations. |
