| Inquiry Design Model (IDM) Blueprint™ |
| Regalia versus Costumes |
| NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 7 “Native Identity” |
| Compelling Question | What is unintentional racism? |
| Standards and Practices | PSY.6_12.1-3.D8.3 Explain the nature and effects of stereotyping, prejudice, discrimination, and racism. Cultures Standard 2.2.3 Analyze tangible products (i.e. regalia) of the culture (e.g., dress, types of dwellings, and foods). SOC.6_12.1-2.D4.1 Explain common patterns of social inequality and the impact on groups. |
| Staging the Question | Why are there so many misconceptions and stereotypes of Native Americans? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| Why is it so important to understand the difference between Native American regalia and costumes? | What are other misconceptions of Native Americans? | Why is it so important to understand cultural correctness? How is unintentional racism still hurtful? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
Students will create statements of proof for why Native Americans feel so strongly about the question above. | Students will create a chart of all the stereotypes and misconceptions of Native Americans. | Students will work in groups and research the questions above and create group discussion points to share with the class. |
| Featured Sources | Featured Sources | Featured Sources |
| Do you know what regalia is? https://www.cbc.ca/kidscbc2/the-feed/do-you-know-what-regalia-is#:~:text=Is%20regalia%20the%20same%20as%20a%20costume%3F&text=Regalia%20is%20definitely%20not%20a,family%20and%20culture%20as%20well. | Stereotyping Native Americans https://www.ferris.edu/HTMLS/news/jimcrow/native/homepage.htm | How to Tell if You’ve Been Unintentionally Racist https://www.thoughtco.com/how-to-tell-if-you-have-been-unintentionally-racist-4117189 |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students will create a proposal for the school to consider for defining unintentional racism and promote more awareness of inclusivity of all students in the school. |
| SUMMATIVE PERFORMANCE TASK: Extension | Bring in a Native American Dance Troupe to the school and dance with their regalia and share their stories with the audience. |
| Taking Informed Action / Real World Application | Students will work with the school to ensure that this assignment is part of the discussion with the schools equity and inclusion team. 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. |
