|Inquiry Design Model (IDM) Blueprint™
|NDNAEU 7 “Native Identity”
|Do you know who you are and where you come from?
|Standards and Practices
|Foreign Language 4.2.2 Identify how cultural attitudes influence the behavior of individuals in literature, music and art (i.e., relationship between racism and rap music, slavery and art).
Foreign Language 4.2.4 Recognize and compare the varying roles of men, women, and children in various cultures (e.g., students role play traditional roles in family, create scrapbooks about imaginary extended families in the target culture).
|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.
|MHA Nation 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 are and where 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/knows the relative and create a presentation to share with the class about this individual using a media source selected by the student.(Video, poster board, pamphlet, etc) Try to gather pictures if possible.
|Taking Informed Action / Real World Application
|Have students invite the relatives they wrote about if they are able to come to see their presentations or present to the classroom if they are able to.