Am I an Indian?

Inquiry Design Model (IDM) Blueprint™ “Am I an Indian?” NDNAEU 7 “Native Identity” Compelling Question Am I an Indian? Standards and Practices C.6_12.2.4 Explain the relationship among federal, state, tribal, and local governmental powers. C.6_12.2.5 Explain the purposes, organization, powers, and processes of tribal and local governments. C.6_12.4.2 Describe and evaluate the criteria and process for naturalization in the United States. C.6_12.4.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic. Staging the Question What makes one an Indian? Supporting Question 1 Supporting Question 2 Supporting Question 3 Why is it said, “He is half Indian?” Or, “She is a quarter Indian?” Why would the government want to ‘cut out’ mixed bloods from the treaty? Why, according to Red Thunder, must the mixed-bloods be members of the tribe? Formative Performance Task Formative Performance Task Formative Performance Task Students will: • Watch video, The Importance of Knowing Who You Are • Read, So What Exactly Is ‘Blood Quantum’? • Listen to, It’s Not Just About The Blood • Discuss the origins and concepts used to justify Indian blood quantum Students will: • Read Disenrollment and Disenfranchisement blog • Read The 10 Cent Treaty blog • Discuss perspectives on blood quantum Students will: • Read A Speech on Behalf of the Metis • Read Treaties section of NDS Indian Studies Turtle Mountain • Read Senator Hoeven’s Report 116-190 to accompany Senate bill 51, dated JANUARY 6, 2020 Featured Sources Featured Sources Featured Sources Video: https://www.youtube.com/watch?time_continue=25&v=_4Ao9SCtrGQ&feature=emb_title Audio: https://one.npr.org/?sharedMediaId=583753149:583816831 Reading: https://www.npr.org/sections/codeswitch/2018/02/09/583987261/so-what-exactly-is-blood-quantum https://www.hindawi.com/journals/janthro/2011/549521/ Reading: https://www.dibaajimowin.com/tawnkiyash/disenrollment-and-disenfranchisement http://www.chippewaheritage.com/heritage-blog2/the-10-cent-treaty https://www.dibaajimowin.com/metis/a-speech-on-behalf-of-the-metis https://www.ndstudies.gov/curriculum/high-school/turtle-mountain#heading4 https://www.congress.gov/116/crpt/srpt190/CRPT-116srpt190.pdf SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) Students write an essay that compares and contrasts Indigenous concepts of tribal membership with those of the Federal government. SUMMATIVE PERFORMANCE TASK: Extension Students research requirements for enrollment in North Dakota tribes. Taking Informed Action / Real World Application Think about your stereotypical thoughts, how they can hurt others. Curtail them.