Inquiry Design Model (IDM) Blueprint™
Who Am I?
NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity”
Compelling QuestionWhere did I come from? Who came before me? Who helps me go further?
Standards and PracticesWrite narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3-12.W.3
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3-12.W.3a

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3-12.W.3b

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3-12.W.3b

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3-12.W.3d

Provide a conclusion that follows from and reflects on the narrated experiences or events. 3-12.W.3e

Based on grade level, the expectations for complexity of the Summative assessment and extensions will increase.
Staging the QuestionAround any of the major holidays, have a class discussion on what the families do to celebrate, foods they eat, the family they see. Then, move the discussion to focus on the memories they have.
Supporting Question 1 Supporting Question 2 Supporting Question 3 
What do you know about your ancestry?

Discuss/point out how some students know their ancestry further than others. Encourage students to have their family complete the tree.
Whom outside your immediate family is important to your as a mentor or guide?

1.Class brainstorm a list of people outside the traditional family who are important to them as mentors/guides. 2.Teacher shares a story from his/her past.
What stories are important to you and the people you consider to be family?

Let students share stories – encourage students to have more than one. Discuss how stories from our past shows our personality
Formative Performance TaskFormative Performance TaskFormative Performance Task
1.Choose and run off a basic family tree shape to fill in
2.Have students complete the basic family tree.
3.After discussion, add the other influential people to the tree – retitle the tree to Memory Tree.
1. Discuss the videos and the role of others in our lives. Guide the discussion to Grandmother’s story.
2.Have students create a brief writing of a story from one of the people on their Memory Tree
Grade-specific expectations for writing types are defined in standards 1-3.

Featured SourcesFeatured SourcesFeatured Sources
1. Use a Google image search for “family tree;” such as
2. Have students discuss their families. Guide discussion to “family trees.”
3. Discuss people outside their families who influence them. 

1. Watch the Kathryn Froelich video “The Value of Kinship”
2. Watch the Kathryn Froelich video “The Story of Coyote & Fox”
Online information on writing a

SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)Create a memoir of themselves which incorporates family, mentors, and a
story drawn from the Memory Tree to show a feature of their personality.
SUMMATIVE PERFORMANCE TASK: ExtensionHave students use the information to create a presentation/poster/short
Use the same process and have students interview a parent/grandparent/mentor (record the interview and include it in the final product)
Taking Informed Action / Real World ApplicationDigital technology can be utilized to document a student’s family and stories for future usage.
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