Inquiry Design Model (IDM) Blueprint™
The Ten Cent Treaty of The Turtle Mountain Chippewa
NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”
Compelling QuestionHow did the “Ten Cent Treaty” take 10,000,000 acres of land away from The Turtle Mountain Chippewa?
Standards and PracticesRI.1 Read closely to comprehend texts of grade-level appropriate complexity: a. Determine what the text says explicitly and implicitly.
b. Provide an objective summary of the text.
c. Cite strong and thorough textual evidence.
W.7 Conduct short as well as more sustained research projects to answer questions (including self- generated questions) or solve problems.
1. Develop a research question.
2. Narrow or broaden the inquiry when appropriate.
3. Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Staging the QuestionWhy do Indigenous Peoples live on reservations? 
Supporting Question 1 Supporting Question 2 Supporting Question 3 
What is a treaty?What is ‘Pacta sunt servanda’? What is an Indian Reservation?
Formative Performance TaskFormative Performance TaskFormative Performance Task
Research the source to create your own explanation as to what is a treaty.Research the source to create your own explanation of ‘Pacta sunt servanda’.Research the source to find an explanation as to what is an Indian Reservation.
Featured SourcesFeatured SourcesFeatured Sources
SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)Read the source to find answers to the compelling question, how was 10,000,00 acres of land taken from The Turtle Mountain Chippewa?
Make a list of strategies used to take the land.  Make a list of strategies used to reserve the land.
SUMMATIVE PERFORMANCE TASK: ExtensionResearch the treaties of other North Dakota tribes to understand how their land was taken.
Taking Informed Action / Real World ApplicationCreate an action plan that will show appreciation to North Dakota Tribes for living on and profiting from their land.  
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