| Inquiry Design Model (IDM) Blueprint™ |
| Sports Mascots Depicting Native Americans |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 7 “Native Identity” |
| Compelling Question | What is racism? |
| Standards and Practices | Cultures Standard 2.2.6 Analyze the cultural significance of objects, images, and symbols of the target culture (e.g., flags, currency, architectural style). Cultures Standard 2.2.2 Interpret mythological, legendary, and literary figures specific to the target culture. 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. SOC.6_12.1-2.D4.2 Explain how racism, sexism, and ageism have evolved over time. C.6_12.4.4 Identify bias and evaluate its role in media sources S.S. PSY.6_12.1-3.D8.1 Describe how group dynamics influence behavior. S.S. PSY.6_12.1-3.D8.2 Describe how society influences an individual’s behavior. S.S. PSY.6_12.1-3.D8.3 Explain the nature and effects of stereotyping, prejudice, discrimination, and racism. |
| Staging the Question | How is racism streamlined in the world today? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| Why are Native American Mascots offensive to Native people? Why do mascots desensitize Native Americans in a way that all their followers and media do not understand? How many sports teams or schools currently have Native Mascots or slogans? | What other ways have Native Americans been the target of racism? | What world symbols have been controversial and considered racist? What other peoples of the world have been the subject of racism? What has the world done towards social justice? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Partner work: Create a media production of their choice (Video, pamphlet, word doc, short story, etc) to describe the various racism, misconceptions and stereotypes of Native Americans. | Partner work: Create a media production of their choice (Video, pamphlet, word doc, short story, etc) to describe the various racism, misconceptions and stereotypes of Native Americans. | Partner work: Create a media production of their choice (Video, pamphlet, word doc, short story, etc) answer the supporting questions above. |
| Featured Sources | Featured Sources | Featured Sources |
Native American Mascot Controversy https://americanfootballdatabase.fandom.com/wiki/Native_American_mascot_controversy Native American-related mascots https://www.mascotdb.com/lists/native-american-related-mascots Ending the Era of Harmful “Indian” Mascots http://www.ncai.org/proudtobe | Destroying the Native American Cultures http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/native_american.html 5 ways the Government Keeps Native Americans in Poverty https://www.forbes.com/sites/realspin/2014/03/13/5-ways-the-government-keeps-native-americans-in-poverty/#22f14fba2c27 How America’s Past Shaped Native America’s Present https://www.theatlantic.com/business/archive/2016/10/native-americans-minneapolis/503441/ | Teachers should monitor and have deep respectful conversation with students about the content of the internet. This lesson is highly sensitive to many and preparation for the delivery of the lesson is critical. Parents and administration will need to be informed of the content. |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | With the permission of school administration,students will paste the school with post-its notes with loving, caring and supportive words, including positive language in social justice. Confrontational and inappropriate words/gestures will not be allowed. |
| SUMMATIVE PERFORMANCE TASK: Extension | Students will write to their administrators and include recommendations for equity, inclusion and social justice awareness ideas and work with them to implement any outcomes and make them part of school culture. |
| Taking Informed Action / Real World Application | Students will write to local, state and federal agencies and include recommendations for equity, inclusion and social justice awareness ideas and work with them to implement any outcomes and make them part of American culture. 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. |
