| Inquiry Design Model (IDM) Blueprint™ |
| Powwows 101 |
| NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity” |
| Compelling Question | How do people around the world celebrate their culture and identity? |
| Standards and Practices | Foreign Language: Comparisons Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Foreign Language Cultures Standard 2.1 (Practices of Culture): Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied. Foreign Language Cultures Standard2.2.4 Interpret and produce expressive products of the culture (i.e., art, dance, music, and literature). Foreign Language Connections Standard 3.2.1 Read, listen to, and discuss age-appropriate material in the target language, such as songs, folk tales, short stories, poems, and novels written for native speakers of the target language. (e.g., simulate a book discussion club using authentic stories or novels; plan a review of the music of a specific music group popular in the target culture) Dance Anchor Standard 2: Organize and develop artistic ideas and work Dance Anchor Standard 7: Perceive and analyze artistic work |
| Staging the Question | Why are Powwows so important to Native American People? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What is a Powwow? What are the different dance styles for men and women? | What are the types of dances at a Powwow? What kinds of songs are performed for powwow dancers and spectators? | What do other people do to celebrate their culture? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will work in pairs and complete a multimedia project on elements that the classroom comes up with for content in describing the supporting question. | Students will work in pairs and complete a multimedia project on elements that the classroom comes up with for content in describing the supporting question. | Students will work in pairs and complete a multimedia project on elements that the classroom comes up with for content in describing the supporting question. |
| Featured Sources | Featured Sources | Featured Sources |
| Powwows https://www.powwows.com/ Powwow https://en.wikipedia.org/wiki/Pow_wow | Powwows https://www.powwows.com/ Powwow https://en.wikipedia.org/wiki/Pow_wow | Top 5 Celebrations Around the World https://www.gapyear.com/articles/travel-ideas/top-5-celebrations-around-the-world |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Watch an entire day of recorded powwow on youtube. Manito Ahbee https://www.youtube.com/watch?v=AOTci8fjptE&t=126s |
| SUMMATIVE PERFORMANCE TASK: Extension | Class will attend a local powwow. |
| Taking Informed Action / Real World Application | Plan a powwow for the school district. Create a powwow committee and seek collaboration with local native organizations or Indian Education Programs. Disclaimer: Educators are encouraged to use these lessons as a guide, especially when it comes to capturing standards and required content for their instructional disciplines. Adapt, synthesize, abbreviate, and incorporate are just some of the encouraging words to educators to USE any of the NDNAEU lessons to make them their own. |
