|Inquiry Design Model (IDM) Blueprint™
|“My Family and My Identity”
|NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity”
|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
• 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?
• 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?
|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.