My Communities and Me

Inquiry Design Model (IDM) Blueprint™ “My Communities and Me” | OSEU 7: Way of Life & Development Compelling Question What are my COMMUNITIES and what are my responsibilities in each? Standards and Practices OSEU 7.3 – Students will identify ways that the Oceti Sakowin values provide resiliency in keeping the Oceti Sakowin way of life. CIVICS/GOVERNMENT 4.C.3.1 Explain how groups of people make rules to create responsibilities and protect freedoms. Staging the Question Am I part of something bigger than myself? Supporting Question 1 Supporting Question 2 Supporting Question 3 How does the Oceti Sakowin circle honor both the individual and the community? What is a community, and what are my communities? What are my responsibilities in each of my communities? Formative Performance Task Formative Performance Task Formative Performance Task Watch the video (link below) and discuss “Learn ABOUT” questions 1, 2, and 3 (provided below). Discuss “Learn FROM” question 3. The teacher will use a V graphic to illustrate broadening from the community closest to the student (self, family, classroom) upward and outward to other communities (school, neighborhood, town, state, country, world). Remind students that we are individuals and members of multiple communities at the same time. Students brainstorm while the teacher records their thoughts on a class chart. List each community and write down student suggestions of responsibilities they might have in that community. Discuss “Learn FROM” questions 1 and 2 (provided below) as applicable. Featured Sources Featured Sources Featured Sources http://www.wolakotaproject.org/oseu- seven/oseu-seven-interview-with- stephanie-charging-eagle/ Summative Performance Task Argument Referring to the class chart as needed, each student creates a personal responsibilities chart. It might be in column form, circle form, or use a more creative design. The student will select three communities on which to focus. For each, students will list 3-4 SPECIFIC personal responsibilities to which they are personally committed. Charts may be shared verbally with partners for reflection and reinforcement. Extension Taking Informed Action Each student keeps his or her personal responsibilities chart for a designated length of time, periodically self-evaluating and “checking off” when those responsibilities have been fulfilled.