| Inquiry Design Model (IDM) Blueprint™ |
| Indigenous Peoples Day vs Columbus Day |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity” |
| Compelling Question | What constitutes a national holiday? |
| Standards and Practices | H.K_2.2 Describe national holidays or days of observance in the United States and explain the reason they are celebrated. H.3_5.4 Analyze national holidays or days of observance in the United States and explain how they impact culture. C.6_12.4 Investigate the role and responsibilities of citizenship in society. C.6_12.4.4 Identify bias and evaluate its role in media sources. ND.6_12.4.1 Identify the Native American groups in North Dakota before European contact and describe their culture. SOC.6_12.1-2.D4.2 Explain how racism, sexism, and ageism have evolved over time. |
| Staging the Question | Why have many communities across the United States changed Columbus Day to Indigenous Peoples Day? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What is Indigenous Peoples Day? | What is Columbus Day? | Are there any other holidays that are controversial to some cultures? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will work in groups of two to research what is Indigenous Peoples Day and create a media report, of their choosing, on their findings. | Students will work in groups of two to research what is Columbus Day and create a media report, of their choosing, on their findings. | Students will research other holidays on our calendar and describe where they came from and any conflict surrounding them. Students will share any holidays that are part of their culture. |
| Featured Sources | Featured Sources | Featured Sources |
| Fargo changes Columbus Day to Indigenous Peoples Day https://www.grandforksherald.com/news/3859524-fargo-changes-columbus-day-indigenous-peoples-day Grand Forks https://bismarcktribune.com/news/state-and-regional/indigenous-peoples-day-replaces-columbus-day-in-grand-forks/article_df6c1fc9-484f-591b-96f6-2b6184eae411.html https://www.google.com/search?q=indigenous+peoples+day&rlz=1C1GCEU_enUS906US906&tbm=isch&source=iu&ictx=1&fir=5f46IxpGElrWwM%252C521NSv1YYd43oM%252C%252Fm%252F01222dbh&vet=1&usg=AI4_-kQ3cEZ-8OlqAHs4cvEHfmtHobslzg&sa=X&ved=2ahUKEwjl5Kny7f_qAhXFHc0KHTZrA9AQ_B0wE3oECAoQAw&biw=1680&bih=907&surl=1#imgrc=5f46IxpGElrWwM | Columbus Day or Indigenous Peoples’ Day? https://www.npr.org/2019/10/14/769083847/columbus-day-or-indigenous-peoples-day These states and cities are ditching Columbus Day https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html | Thanksgiving is Wrong https://www.nytimes.com/2017/11/21/us/thanksgiving-myths-fact-check.html |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students will create signs of unity and good will throughout the school as a way to promote equality. Students will also respectfully debate the concept of Indigenous Peoples Day versus Columbus Day. |
| SUMMATIVE PERFORMANCE TASK: Extension | Invite an Indigenous People’s Day organizer to present to the class. |
| Taking Informed Action / Real World Application | Students will write to local, state and federal officials in regards to human rights issues that are important to them and use their experience with this project as an example of their efforts to end racial inequities, institutional racism, etc. 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. |
