| Inquiry Design Model (IDM) Blueprint™ |
| “My Family and My Identity” |
| NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity” |
| Compelling Question | What is your identity? |
| Standards and Practices | G.6_12.3.1 Describe the differences and similarities among cultures around the world. G.6_12.3.3 Interpret how culture and experience influence people’s perception of places & regions G.6_12.3.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives. US.6_12.1-6.E2.4 Explain the changing Native American federal policy and the impact on tribal sovereignty. US.6_12.1-6.E4.5 Compare and contrast how different groups competed for equality and the effectiveness of various movements. WH.6_12.1-6.E2.2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals. WH.6_12.1-6.E3.3 Examine and explain the influence of revolutions on social and political aspects of individuals’ lives. ND.6_12.4.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups. ND.6_12.4.6 Use various primary and secondary resources to acquire, analyze, and evaluate information. SOC.6_12.1-2.D3.1 Describe the process of socialization. SOC.6_12.1-2.D3.2 Explain the process of the social construction of the self. SOC.6_12.1-2.D4.1 Explain common patterns of social inequality and the impact on groups. SOC.6_12.1-2.D4.2 Explain how racism, sexism, and ageism have evolved over time. PSY.6_12.1-3.D4.1 Describe the interaction between hereditary vs. environment. PSY.6_12.1-3.D5.2 Explain strategies for improving the encoding of memory. PSY.6_12.1-3.D5.3 Explain the processes of memory retrieval and improvement. PSY.6_12.1-3.D5.4 Describe theories of intelligence. PSY.6_12.1-3.D8.1 Describe how group dynamics influence behavior. PSY.6_12.1-3.D8.2 Describe how society influences an individual’s behavior. PSY.6_12.1-3.D8.3 Explain the nature & effects of stereotyping, prejudice, discrimination, & racism. |
| Staging the Question | How do the people you live with shape your identity? |
| Supporting Question 1 | Supporting Question 2 |
| When someone asks you who you are, or what you are; what is your response? | What parts of your identity do you consider most important? |
| Formative Performance Task | Formative Performance Task |
| Students will: • Create a picture or description of the people they live with. • Read Unit III, Lesson 3, Topic 7, Section 2, Winter Counts in People Living on the Land • Watch video, Listening and Learning • Create a picture or description of parts of their identity they consider important. • Interview the people they live with to find out what their response is to the question Who you are? | Students will: • In a talking circle discuss what the responses to the question were. • Watch video, The Meaning of Dance Regalia • Write a few paragraphs to report on the responses to the question and then a summarizing paragraph detailing how/if the responses change their own answer. . Why? What changed? |
| Featured Sources | Featured Sources |
| Video: https://teachingsofourelders.org/essential-understanding-7-dr-wayne-fox/ Reading: https://www.ndstudies.gov/gr8/content/unit-iii-waves-development-1861-1920/lesson-3-building-communities/topic-7-telling-our-story/section-2-winter-counts | Video: https://teachingsofourelders.org/meaning-dance-regalia-wayne-fox/ |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Documenting in writing and/or images descriptions of different facets of cultural identity of people with which the student lives, gives learner insights into their identity, and values. |
| SUMMATIVE PERFORMANCE TASK: Extension | Create a family tree or constellation. |
| Taking Informed Action / Real World Application | When student is asked questions about their identity and values, they will be able to more easily and readily answer with informed considered responses. |
