EGP 335

Lesson Plan

Lesson Title: Haudenosaunee Indians

Day Number: 6
Author: Autumn Jermacans
Unit: Houghton Mifflin
Grade Level: 3rd

Background Information
Expected Duration- 60 minutes
Concepts:

Government
History

Skills:

Think-Pair-Share
Active listening
Making Connections

1.1 Integration of Learning Outcomes

Students will read about the Haudenosaunee Indians in their textbook to increase
their knowledge on Native Americans.
Students will be able to describe the Haudenosaunee government.
Students will work collaboratively to create peace amongst other groups.
Students will build conflict resolution skills.

1.2 Standards
Government:
5.2.3.B: Identify the sources of conflict and disagreement and different ways conflict
can be resolved.
5.3.3.F: Explain how an action may be just or unjust.

NCSS Standards
Power, Authority, and Governance

Have learners explain conditions, actions, and motivations that contribute to

conflict and cooperation within among nations.
Enable Learners to examine the rights and responsibilities of the individual in
relation to their families, their social groups, their community, and their
nation.

History:
8.3.3.D:Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of the US.

1.3 Anticipatory Set

How many of you here have other people living in the same house as you?
Brothers? Sisters? Mom? Grandparent? Dad? Grandfather? Do you ever get into little
arguments here and there? I know growing up, my siblings and I would always get
on each others nerves! My sister would be in my closet, my brothers would pick on
me, and my sister would get mad I would go in her room without her there! Can you
all relate to this too? Even in the classroom, we could relate to this. We are all
together from the time you arrive at school in the morning, until you leave school
in the mid-afternoon. When many people are in one house and are always around
each other, there are bound to be arguments and disagreements. We are different
people! Lets take a look at one Native American tribe who dealt with these same
troubles, but learned how to resolve these issues.

1.4 Procedures
1. Lets practice saying Haudenosaunee The meaning of their name is people of
the longhouse. Lets make a prediction why do you think they are called people
of the longhouse? Close your eyes and think really hard! Ill give you 30 secs to
make a prediction, and I want you to share with an neighbor!

2. The Haudenosaunee Indians lived in longhouses. There were usually six to ten
families living under one roof! Can you imagine living with nine other families in
your house?! Imagine how tight of a fit that would be. I am sure there would be
many arguments and disagreements in that household!

3. Usually, the people who lived together in these longhouses were family. They
lived with their extended family. Can anyone explain to the class what they think an
extended family is?

Extended family are your family members outside of your parents and your siblings.
That would include cousins, aunts, uncles, grandparents, great-grandparents, etc.

4. The leader of the longhouse would be the oldest woman. Turn and talk to a
neighbor about who would be the leader of your familys longhouse?

The leader of my longhouse would be my fathers mother, who is my mom-mom!

5. Like we mentioned earlier, being so close to one another for a long amount of
time can cause some serious arguments! Not only were the arguments in the
longhouses, but there were also arguments amongst many of the Haudenosaunee
Nations.
6. I will show the students a picture of the various Haudenosaunee Nations on a
map.

The Mohwak, Oneida, Onondaga, Cayuga, Seneca all made up the Iroquois Nations
in the 1700s in the North Eastern region of the United States. Who can come up
and point to where we are on this map?

Yes, the Haudenosaunee Indians lived very close to where we live now!

7. These nations fought often with each other, but also within their own nation.

8. Lets split the class up into five groups. I have a pre-made list of your nations!
Here I would read off the name of the nation, what area of the classroom they will
work, and then read the names of each student in that group. Most likely, there will
be about 4 or 5 students in each nation. From now on, these students are on the
floor, in their groups listening.

9. You might have someone in your group who you are best friends with, maybe
youre in a group with someone you dont really talk to, maybe youre in a group
with someone who is on the same school bus as you. Today we will practice how to
work together in peace. Who can tell the class what peace means?

10. Peace means there is no war or fighting. Being peaceful means being nice and
friendly to one another. The Haudenosaunee Indians fought A LOT. Many arguments
would start over who could hunt/farm where. They would actually hurt each other in

these fights. This all changed when the Haudenosaunee said a peacemaker came
and told them they must live in peace.

11. Raise your hand if you feel you are a peacemaker. This is someone who
encouraged being nice and friendly to one another. They dont like fighting.

12. I would like you all to share with your groups someone you know who is a
peacemaker. They can be a friend, a family member, a school teacher, or someone
from history!

13. Martin Luther King Jr. was known as being a peacemaker in his time. He did not
like violence. He felt problems could be dealt with being peaceful, rather than
arguing and fighting! This is what the Haudenosaunee government believed!

14. A Haudenosaunee leader by the name of Hiawatha thought the peacemaker was
right, they shouldnt argue anymore. Hiawatha started to help the different
Haudenosaunee nations become peaceful with one another. Right now, I am going
to act as Hiawatha, the leader. I will come around to all of you tribes, and ask you to
promise me you will be peaceful with the other tribes. Lets start by every tribe
making a list of ideas on how we can stop fighting. You can also include ideas on
how we all can be peaceful. Imagine your family and friends again What do you do
to stop fights? Do you say sorry? Do you take turns talking? I want to see very
peaceful answers from you Haudenosaunee nations!!

15. I would go around to every group to see the lists they have come up with. If
groups are struggling I can help lead them in the right direction by leading them to
some examples. I would give them more time and come back to them later. I would
conference and ask the nations if they would like to join me in my hopes of
becoming a peaceful nation.

1.5 Differentiation
For the struggling students, I would have them partnered up in a nation with an
advanced student so they can be assisted if necessary. I would help these students
by leading them to specific peaceful examples. I would also give the struggling
students more time to create their list. I would expect a lower amount of peaceful
notions from the struggling students.

For advanced students, I expect more detailed responses during the list making
activity. I would also expect a higher number of peaceful notions from the advanced
students.

1.6 Closure
I would bring the class together and explain that Hiawatha, my role, created a new
government for the Haudenosaunee Indians alongside the Peacemaker. It was called
the Grand Council. They took a total of 50 leaders from all of the five nations. I
would like each group to send up ONE person to represent their nation.

I would ask each representative to share ONE peaceful notion their nation created. I
will share Hiawathas original idea of burying all weapons so we cant hurt each
other. After the last representative shared, I will explain that some of these peaceful
acts can even be useful to them at home or in school to be peaceful with their
family, friends, and classmates!

I will end with showing the students on the map where Syracuse, New York and
explain this is where the Grand Council held their meetings.

I will then put on the class timeline because that is when the Grand Council was
created (around 900-1350)

1.7 Formative/Summative Assessment

I would assess students based on their participation. I would look to see who is
sharing with their neighbors. I would observe if students become off task during
discussion time. I would also be able to read the lists each nation created to observe
the types of peaceful acts they created.

1.8 Materials/Equipment
Picture of the longhouse
Picture of the Iroquois Nations

1.9 Technology
Show location of the Grand Council on Google Maps

2.1 Reflection on Planning

For this lesson, I wanted students to work peacefully, like the Haudenosaunee
Indians did. I purposefully made the groups so the students couldnt, and so it
wasnt completely random. If there are students who have had trouble working with
one another in the past, I would group them together because this is a peacemaking
activity. I would also want students who need extra help to be in the same group as
an advanced student.

I also wanted to incorporate seeing on the map where these Indians were located in
the United States to compare with any previous Indians we talked about. They can
visually see where the Indians lived on the map, but also in reference to where we
live.

I opened up this activity with referencing the arguments that may arise with their
siblings at home. This is to connect the students to what its like to live in close
quarters with one another and how arguments are sure to arise at some point. I
wanted students to feel a close connection to this lesson so they could understand
what the Haudenosaunee Indians were working towards.

Content Analysis
Vocab:
Peace: a state in which there is no war or fighting.

Haudenosaunee means people of the longhouse. They built long narrow houses
like apartment buildings. Six to ten families shared one longhouse. The families that
shared the house were usually a part of a clan, or extended family. The leader of the
longhouse was the oldest woman in the family.

A New Government:
There were many Haudenosaunee Nations and they fought a lot. Fights would start
over who could hunt and farm in certain areas and these battles led to many
deaths. This all changed when the people said a Peacemaker came and told them
to all live together in peace. A leader name Hiawatha agreed with the peacemaker
and helped the nations come to peace with one another. He spread the
Peacemakers message and had the people bury their weapons and plant a Tree of
Peace to remind them of their promise to the Peacemaker.

The Peacemaker and Hiawatha helped the Haudenosaunee create a new

government. Typically the separate nations ruled themselves but in order to keep
everything peaceful among the nations, 50 leaders from all five nations met for the
Grand Council. They met near what is now Syracuse, New York, discussed problems
and made decisions together.