Inquiry Design Model (IDM) Blueprint™
Virtues and Values
NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity”
Compelling QuestionWhat connections can be made between the Native American Virtues and qualities used to describe George Washington as a Revolutionary Leader? 
Standards and Practices7.6.1 Identify principles governing individual and group behavior (e.g., cooperation, collaboration, power, conflict) within social dynamics (e.g., familial, political, religious)
US.6_12.2 Examine the impact of multiple perspectives on social, political, and cultural development.
US.6_12.5 Analyze the significant contributions of people, policy, and the influence on an era.
US.6_12.6 Connect the past to the present using current events.
Staging the QuestionWhat are the virtues of the Native people in North Dakota? What is your interpretation/understanding of each?
What are 7 qualities that describe President George Washington as a Revolutionary leader?
Supporting Question 1 Supporting Question 2 Supporting Question 3 
What are the similarities and differences between the Virtues? What are the seven descriptions of a quality Revolutionary Leader, pertaining to George Washington? What connections can be made between the virtues and the qualities describing President Washington as a leader during the American Revolution? 
Formative Performance TaskFormative Performance TaskFormative Performance Task
The following is an example for Lakota Virtues. Modify the resources to fit the Indigenous people of your area.
Hand out the “Four Values of Lakota” and discuss the first four listed. Hand out a Venn Diagram with titles for “4 Virtues”, “7 Virtues”, and “12 Virtues”. Using the bottom portion of the “Four Values of Lakota”, have students fill out the Venn Diagram. Using the 7 common virtues, assign one to each 7 different groups. Have students present a definition and an example for each.
While students are in seven groups, assign the 7 different qualities outlined in “George Washington Leads the Way” (Mount Vernon Comix)
– If you do not have the comix you can use the American Founding website below as a resource. Have each group discuss and, in a way of their choosing, present their assigned quality of a Revolutionary Leader to the class.
After each presentation students will need to write a description of the quality presented.
Using their Venn Diagram and notes, students will make an acrostic of their name. Each of the letter and description needs to reflect a virtue or quality.
– Include an image of the virtue/quality that speaks to them the most.

Featured SourcesFeatured SourcesFeatured Sources Washington-Leads-Mount- Vernon/dp/1933122447 
SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)Have students debate the value/quality that would be of the most importance to the early Indigenous People of North Dakota and George Washington. 
SUMMATIVE PERFORMANCE TASK: ExtensionHave students write a story about a time in their life that encompasses a minimum of 3 of the virtues and/or qualities. 
Taking Informed Action / Real World ApplicationAfter studying the battles of the American Revolution, students can revisit the qualities of George Washington as a Revolutionary leader. Conduct a discussion about which quality served President Washington the best. 
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