Inquiry Design Model (IDM) Blueprint™
Manhood & Womanhood
NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity”
Compelling QuestionHow can including traditional manhood and womanhood wisdom help children/youth understand their sacred identity? 
Standards and PracticesH.E.. Standard 6  Demonstrate the ability to use goal-setting skills to enhance health and avoid or reduce health risks.

H.E. 2.8.4 Analyze how the school and community can affect personal health behaviors.

H.E. 2.1.1 Identify how family influences personal health behaviors

SOC.6_12.1-2.D2.2 Explain the relationship between culture and society.

Foreign Language (Cultural Standard) 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).

H.3_5.3 Describe the North Dakota Native American Essential Understandings.

1.12.12 Acknowledge differences among individuals regarding gender. 
Staging the QuestionAmerican Indians understand the deep connection with the universe and how it correlates with the western world to impact youth in education?
Supporting Question 1 Supporting Question 2 Supporting Question 3 
How does peer pressure affect youth in courtship, self-care, and education? In what ways can elder wisdom and traditions be incorporated into youth development? The cycle of life is logical and natural.  How can youth be the benefactors of this natural life process? 
Formative Performance TaskFormative Performance TaskFormative Performance Task

Listen to the video-Circle of Life and hold a talking circle discussion on it.

Student’s will journal their feelings.

Assign students to read Waasa Inaabidaa pgs. 65-90 & 91-111. Complete assigned questions related to the reading and share with a partner in class.

Invite local elders who know the manhood and womanhood ceremony to share their knowledge with students. Students and teachers develop questions to ask elder(s).  Also discuss the use “The Tobacco Offering” when asking elders or anyone for this type of assistance.

Teachers work with elders to develop a Manhood and Womanhood cycle of life Health Fair to involve the community and or reservation to set up health and human services and community support booths.

Featured SourcesFeatured SourcesFeatured Sources

Mashkikiwan Kitchitwa pamphlet
Circle of Life with Catherine Howard

Life is a Gift Given with JT Shining Oneside

Learning to Pray from Grandpa with Angeline Fourth Iron Road

Two Types of Education with Oliver Gourd

SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)Research project:
Students will talk to an adult at home or in the community about the use of culture in teaching about Manhood and Womenhood.
SUMMATIVE PERFORMANCE TASK: ExtensionGuest speakers:  Doctors, elders, or others suggested and willing to come in and share with students.
Taking Informed Action / Real World ApplicationStudents will create a book, pamphlet or video production as a compilation to share with the community.
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