| Inquiry Design Model (IDM) Blueprint™ |
| Historical Trauma |
| NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 7 “Native Identity” |
| Compelling Question | How does historical trauma impact people today? |
| Standards and Practices | ND.6_12.4.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota. PSY.6_12.1-3.D8.3 Explain the nature and effects of stereotyping, prejudice, discrimination, and racism. PSY.6_12.1-3.D3.2 Describe symptoms and causes of major categories of psychological disorders. |
| Staging the Question | What is historical trauma? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What US policies caused significant historical trauma for North Dakota Native Americans? | What current issues can be related to Historical Trauma on Reservations? | What other people of the world have experienced significant historical trauma? What does the latest research say about historical trauma? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will work in pairs to research the question. | Student pairs will add to their project with the question above. | Student pairs will add to their project with the question above. |
| Featured Sources | Featured Sources | Featured Sources |
| Understanding Historical Trauma https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4866.pdf | Impact of Historical Trauma https://boardingschoolhealing.org/education/impact-of-historical-trauma/ | historical Trauma now inherited https://elemental.medium.com/scientists-are-discovering-how-trauma-can-be-inherited-f6bde9430675 |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Stage a viewing of the movie Indian Horse for the community to watch. Be careful as there are scenes and language in the movie that will require a disclaimer of adult content. |
| SUMMATIVE PERFORMANCE TASK: Extension | Bring in a survivor of the Residential School System to share their experience and story with the students. |
| Taking Informed Action / Real World Application | Students will write a letter to the school district and to the State Department of Education to request that historical trauma is studied as part of Social Studies content for Native Americans. 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. |
