Manhood and Womanhood

Inquiry Design Model (IDM) Blueprint™ Manhood and Womanhood NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity” Compelling Question How can including traditional manhood and womanhood wisdom help children/youth understand their sacred identity? Standards and Practices 9–12.5.1 Analyze the Earth’s human systems 9-12.5.2 Interpret the relationships between physical environments and society (environment modifies society, use and importance of resources) 9-12.6.1 Explain how group and cultural influences contribute to human development, identity, and behavior Staging the Question American Indians understand the deep connection with the universe, how can this correlate with the western world to impact youth in education? Supporting Question 1 Supporting Question 2 Supporting Question 3 How does peer pressure effect youth in courtship, self-care, and education? In what ways can elder wisdom and traditions be incorporated into youth development? The cycle of life is promising and how can youth be the benefactors of this natural life process? Formative Performance Task Formative Performance Task Formative Performance Task Listen to the video-Circle of Life and hold a talking circle discussion on it. Have student’s journal their feelings. Assign students read Waasa Inaabidaa pgs. 65-90 & 91-111. Have students do assigned ques. Invite traditional elders who know manhood and womanhood ceremony to come share their knowledge with students. Students and teacher develop questions to ask elder(s). Teacher work with elders to develop a Manhood and Womanhood cycle of life Health Fair to involve community and or reservation to set up health booths. Featured Sources Featured Sources Featured Sources Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look-Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Circle of Life with Catherine Howard https://teachingsofourelders.org/essential-understanding-1-catherine-howard/ Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look-Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Life is a Gift Given with JT Shining Oneside https://teachingsofourelders.org/essential-understanding-2-jt-shining-oneside/ Learning to Pray from Grandpa with Angeline Fourth Iron Road https://teachingsofourelders.org/learning-pray-grandpa-angeline-fourth-iron-road/ Mashkikiwan Kitchitwa pamphlet https://www.amazon.com/Ojibwe-Waasa-Inaabidaa-Look- Directions/dp/0873517857/ref=sr_1_1?dchild=1&keywords=ojibwe+waasa&qid=1596084606&sr=8-1 Two Types of Education with Oliver Gourd https://teachingsofourelders.org/two-types-education-oliver-gourd/ SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) Have students talk to an adult about prayer. SUMMATIVE PERFORMANCE TASK: Extension Have students talk to wiling adult to learn how they were taught of manhood/womanhood. Taking Informed Action / Real World Application Students and teacher could develop a pamphlet with Indian Health Service on Traditional Parenting.