|Inquiry Design Model (IDM) Blueprint™|
|NDNAEU 1 “Sacred Relatives”, NDNAEU 7 “Native Identity”|
|Compelling Question||Why should we respect our elders?|
|Standards and Practices||Foreign Language 4.2.2 Identify how cultural attitudes influence the behavior of individuals in literature, music and art (i.e., relationship between racism and rap music, slavery and art).|
Foreign Language 4.2.6 Recognize and compare how religious beliefs and practices influence the home and target cultures (i.e., celebrations, saints, food, clothing, holidays).
H.3_5.3 Describe the North Dakota Native American Essential Understandings.
|Staging the Question||How does practicing respect for our elders help us to learn to respect each other as peers?|
|Supporting Question 1||Supporting Question 2||Supporting Question 3|
|What is causing a loss of respect within our culture?||How do we model respect for our peers?||Why does a strong sense of identity help us to treat others with respect?|
|Formative Performance Task||Formative Performance Task||Formative Performance Task|
Students will interview an elder about the importance of the value of respect. How does keeping this value in our lives help us in relating to others?
Students will gather the information they learn, write it in a reflection and report it back to class.
|Students will share with classmates/partners about what they learned from the elders they interviewed regarding respect.|
How does what we learned from our elders help us in learning to treat our peers/friends with respect?
What does respect look like in our peer relationships? What are some examples? Share the video below as an example of showing respect to one another.
|Students will think about the importance of knowing who they are and where they come from when they are relating to others around them. How does this strong sense of identity help in treating others with respect?|
Things that affect our identity…
1. Loss of language
2. Lack of strong relationships with family
3. Lack of knowledge about ceremonies
|Featured Sources||Featured Sources||Featured Sources|
|Family and community elders||Family and community elders, public school library|
|A Helper of People with Eugene Hale|
You’re No Better, but You’re No Worse with Debbe Poitra
|SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)||Class discussion about what impacts their ability to treat one another with respect. What is lacking in the students’ lives that causes them to disrespect one another?|
|SUMMATIVE PERFORMANCE TASK: Extension||Students will create a poster board or other form of shareable media to summarize what they have learned regarding respect. Have them include learnings from their elder interviews as well as their discussions in class and the videos they watched.|
|Taking Informed Action / Real World Application||Create a list of recommendations about how we want to treat each other, highlighting the value of respect. Share with the school and community. Propose updated school climate and environment practices for the school and community.|