| Inquiry Design Model (IDM) Blueprint™ |
| “Learning With Humor” |
| NDNAEU 2 “Learning & Storytelling”, NDNAEU 4 “Sense of Humor”, NDNAEU 7 “Native Identity” |
| Compelling Question | What place does humor have in education and learning? |
| Standards and Practices | G.6_12.3.1 Describe the differences and similarities among cultures around the world. G.6_12.4.1 Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions. ND.6_12.4.6 Use various primary and secondary resources to acquire, analyze, and evaluate information. |
| Staging the Question | Does laughing make a difference in the classroom? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What changes take place in the brain as we laugh? | What does research show about the use of humor and laughter in education? | How do Native Americans use humor in the education of their young people? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Have the students read the following articles and then have a discussion about how humor affects the brain and the educational benefits. | Have students read the following articles to generate discussion about the use of humor in the classroom. | Have students view the following videos and use the “Learn About” questions and “Learn From” questions to generate discussion about Native American use of humor when teaching important cultural values. |
| Featured Sources | Featured Sources | Featured Sources |
| https://www.edutopia.org/blog/laughter-learning-humor-boosts-retention-sarah-henderson http://sanfrancisco.cbslocal.com/2012/02/01/healthwatch-stanford-study-shows-how-humor-activates-childs-brain/ http://www.nea.org/tools/52165.htm | http://edtheory.blogspot.com/2011/10/benefits-of-humor-in-classroom.html https://youtu.be/T3Oizv3JuxU | https://teachingsofourelders.org/rabbit-turtle-story-catherine-howard/ https://youtu.be/_E0Ku32gpLI https://teachingsofourelders.org/essential-understanding-4-debbe-poitra/ https://teachingsofourelders.org/francis-goes-clinic-oliver-gourd/ |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have students research the humor of other ethnic groups (Norwegians, Germans, etc). Then have students contrast and compare the use of humor between those cultures and that of Native Americas. Look for similarities and differences. |
| SUMMATIVE PERFORMANCE TASK: Extension | Have the students run an experiment involving presenting information on a new topic with and without humor. Have them take notes on students reactions. |
| Taking Informed Action / Real World Application | Have students take a topic they are studying in class and have them create a skit about that topic and incorporate humor into the skit. Make the details of the skit fit the age group of the students involved. |
