| Inquiry Design Model (IDM) Blueprint™ |
| “Boarding Schools” |
| NDNAEU 5 “Tribal Policies, Treaties and Sovereignty”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity” |
| Compelling Question | How did the goals of Native American boarding schools create a “true” melting pot. |
| Standards and Practices | Practices 9-12.2.1 Analyze Federal policy and action regarding American Indians (e.g. Dawes Act, changes in federal and state Indian policies, civil rights movement; current issues surrounding gaming, housing, distribution of wealth, and health care, Indian Reorganization Act, Bureau of Indian Affairs, Indian Civil Rights Act, Indian Child Welfare Act, American Indian Religious Freedom Act, Indian Gaming Regulatory Act, Citizenship, American Indian Movement) |
| Staging the Question | We are a nation of immigrants. The United States government used public education to Americanize immigrant children and Native American students. Should the United States be considered a melting pot or a tossed salad? |
| Supporting Question 1 | Supporting Question 2 |
| What are the negative consequences of Assimilation of Native American children in boarding schools? | What is the purpose of boarding schools today in the United States? |
| Formative Performance Task | Formative Performance Task |
| Have students read various articles describing life was like in boarding schools in North Dakota. Have students write down the purpose of the schools and how students were treated in the “Americanization Process” | Have student read and listen to various items describing life in boarding schools after the reforms allowing Tribal control of the schools. |
| Featured Sources | Featured Sources |
| American Indians Describe School Beatings By Matt Kelley http://nospank.net/n-e36.htm Collection of articles describing North Dakota Boarding Schools (need to make copies at ND Heritage Center) http://www.history.nd.gov/nhdinnd/turningpoints/IndianBoardingSchools.html American Indian Boarding Schools Haunt Many http://www.npr.org/templates/story/story.php?storyId=16516865 Big and Little Sisters: A Story of an Indian Mission School http://www.sagchip.org/ziibiwing/planyourvisit/boardingschool/BookListUSA.htm | Map Current Boarding Schools https://www.thinglink.com/scene/488399223125966849 Indian Boarding Schools Then and Now http://harvardmagazine.com/2008/03/indian-boardingschools Timeline of Boarding Schools http://www.edweek.org/ew/projects/2013/nativeamerican-education/history-of-american-indianeducation.html Today’s Remaining Native Boarding Schools Are A Far Cry From Their History http://wyomingpublicmedia.org/post/todays-remainingnative-american-boarding-schools-are-far-cry-theirhistory |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Have students discuss the original purpose of boarding schools and the impact to children that attended them. How and why did they change and what are their function today. |
| SUMMATIVE PERFORMANCE TASK: Extension | How is the Federal Government influencing schools today? (examples nutrition guidelines, common core, fitness, School prayer etc.) |
| Taking Informed Action / Real World Application | What ways can our school make itself more inviting and friendly to new students? Draft an idea and submit it to Student Council or Principal. |
