| Inquiry Design Model (IDM) Blueprint™ |
| “Learning From Each Other” |
| NDNAEU 3 “Sharing & Generosity”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity” |
| Compelling Question | What are benefits of learning about others? |
| Standards and Practices | C.6_12.4.1 Explain how citizens can influence government. C.6_12.4.4 Identify bias and evaluate its role in media sources. E.6_12.2.1 Describe the difference between a command/centrally planned economy and market economy. E.6_12.6.1 Describe how trade generates economic development and interdependence. E.6_12.6.2 Analyze the benefits and costs for individuals, producers, and governments in international trade. G.6_12.3.1 Describe the differences and similarities among cultures around the world. G.6_12.3.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives. |
| Staging the Question | How can your perspective on an issue, idea, thought or value differ from someone else’s? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How does sharing & showing generosity to others increase learning? | How can you learn about other’s values from exchange? | What are the pros and cons of trade? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will: • Use a talking circle to discuss sharing and generosity • Watch video, Taking Care of Orphans • Use Learn About questions to guide discussion. • Watch video, Give Until It Hurts • Use Learn About questions to guide discussion. • Watch video, Someone Cares for You” • Use Learn About questions to guide discussion. | Students will: • Read Unit 1, Lesson 2, Topic 3, Trade in People Living on the Land • Use a talking circle to discuss benefits of trade or business with other cultures • Complete activity | Students will: • Read Unit 1, Lesson 2, Topic 3, Trade in People Living on the Land • Use a talking circle to discuss benefits of trade or business with other cultures |
| Featured Sources | Featured Sources | Featured Sources |
| Videos https://www.youtube.com/watch?v=q1BxI9H4_1k&feature=youtu.be https://www.youtube.com/watch?v=dCPDXw71c7o&feature=youtu.be https://www.youtube.com/watch?v=78mbRnknCzA&feature=youtu.be | Reading https://www.ndstudies.gov/gr8/content/unit-i-paleocene-1200-ad/lesson-2-making-living/topic-3-trade/section-1-trade Activity https://www.ndstudies.gov/gr8/sites/default/files/activities/Unit%201/Lesson%202/Unit%201-Lesson%202-Topic%203.pdf | Reading https://www.ndstudies.gov/gr8/content/unit-ii-time-transformation-1201-1860/lesson-2-making-living/topic-5-fur-trade/section-1-introduction |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Write a report detailing the benefits of sharing your talents. Be sure to include how interacting with others helped you learn about them. What did you learn from sharing? Each student will do a 2 minute report. |
| SUMMATIVE PERFORMANCE TASK: Extension | In teams of 4 or 5 plan projects that enables them to share/give back to their school or community. |
| Taking Informed Action / Real World Application | Work with school administrators to carry out the projects that students developed in the above summative performance task. |
