Molloy College

Division of Education

Laura Drew Professor Wisnewski

EDU 329 April 12, 2017
Grade 4 Topic: Native Americans Content Area: Social Studies

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After completing a KWL Chart and listening to the book, If you Lived With the Iroquois, students
will collaboratively complete a Venn Diagram comparing the Iroquois culture to our own today
and write a paragraph citing at least three similarities and three differences between the two
cultures.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Key Idea:
4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American
groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited
the region that became New York State. These people interacted with the environment and
developed unique cultures.
(Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)

Key Concept:

4.2c Each Native American group developed a unique way of life with a shared set of
customs, beliefs, and values. Students will examine Native American traditions; work
specialization and the roles of men, women, and children in their society;
transportation systems; and technology.

Students will examine contributions of Native Americans that are evident today.

Indicator: This will be evident when students complete the Venn diagram comparing the
Iroquois tribe with our society today and write a paragraph citing three similarities and
differences between the two cultures.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
ELA & Literacy Standard (NYS/CCSS)
Speaking and Listening: Comprehension and Collaboration (SL. 4.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.

Speaking and Listening: Comprehension and Collaboration (SL. 4.2)

Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.

Indicator: This will be evident when students listen to the book, If you Lived with the
Iroquois, and use the information presented to complete the Venn diagram and paragraph citing
three similarities and differences between the two cultures.

INSTRUCTIONAL RESOURCES

Book, If you Lived with the Iroquois, by Ellen Levine

Venn Diagram Worksheet comparing Iroquois culture and present day culture (three
differentiated forms of this worksheet will be created: a Venn diagram with skeleton notes
and labeled, a Venn diagram with just labels, and a blank Venn diagram)
Iroquois KWL Chart
Picture of an Iroquois longhouse to be displayed on SMART board
Picture vocabulary sheet of key Iroquois terms
The Six Nations reading comprehension worksheet
Formative online quiz about Iroquois tribe

MOTIVATION (Engaging the learner(s)*)

Teacher will present a picture of an Iroquois longhouse on the SMART Board and ask students
what objects, people, or actions they see being performed in the picture, and will circle these
observations with the pen. What do you notice about this picture? Does anyone know the name
of this shelter? Which Native American tribe is pictured here?

DEVELOPMENTAL PROCEDURES
(Including Key Questions)

1. Students will complete the first two sections of a KWL chart to assess prior knowledge about
the Iroquois (What do you know about the Iroquois?) (Where did the Iroquois live?)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
2. Students will share some of the items listed in the Know and Want to know category of
the chart, and the teacher will write these ideas on the board.

3. Students will listen to the book, If you Lived with the Iroquois, paying close attention to
similarities and differences of the Iroquois culture and way of life to our own society today.
(What are some similarities and differences between the Iroquois and our society/lives today?)

4. After reading the book, students will complete a Venn diagram graphic organizer comparing
and contrasting the Iroquois to our own society/ lives.

5. As a class, students will contribute ideas to the class Venn diagram, each student sharing one
idea from their own chart to the collaborative Venn diagram (Are there more similarities or
differences between the Iroquois and our society?).

6. End the lesson by having students write a paragraph of their own citing three similarities and
three differences between the Iroquois and our own society.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

KWL Chart
Indicator: This will be evident when students complete the first two columns of the KWL Chart
to assess prior knowledge about the Iroquois tribe.

Indirect Instruction
Indicator: This will be evident when students independently complete the Venn diagram
graphic organizer and then share their ideas with the class with teacher guidance.

ADAPTATIONS

Student with fine motor disability will be given larger paper and lines to write on within
the KWL Chart and Venn diagram as well as a thicker pencil.
ELLs will have an Iroquois study guide vocabulary sheet to refer to when completing the
Venn diagram and paragraph.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Students will be given skeleton notes within the Venn diagram and complete it in a group. When
writing the paragraph, students will be given prompts to assist in development of their writing
(Example: What are the similarities and differences between Iroquois shelter and our own?).

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Average Students
Students will complete the pre-labeled Venn diagram in a group and write the paragraph
independently.

Advanced Students

Students will complete the blank Venn diagram in a group and write the paragraph
independently.

ASSESSMENT

Students will collaboratively complete a Venn diagram graphic organizer comparing the
Iroquois culture to our own today
Students will write a paragraph citing at least three similarities and three differences
between the Iroquois culture and our own culture today.

INDEPENDENT PRACTICE

Students will complete a Formative quiz about the Iroquois tribe.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

The teacher will meet with the student and complete a reading comprehension passage and
follow-up questions with them to solidify understanding of the topic.

Academic Enrichment
Students will be directed to complete a written mock- interview with a pretend member of the
Iroquois tribe in which they ask five questions about Iroquois lifestyle and write a response to
each question. The interview should be formatted as if it were to be placed in a newspaper or
magazine. Students have the option of supplementing their written interview with a drawing to
make the activity more creative.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 References

Engstrom, D. The six nations. Retrieved from

http://etls.dpsk12.org/documents/Alma/units/ExploringNortheastNative%20AmericansIro

quois.pdf

New York State K-12 social studies framework. Retrieved from

https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework.

Levine, E. (1998). If you lived with the Iroquois. New York, NY: Scholastic.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Motivation Picture

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 KWL Chart

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Differentiation: Struggling Student

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Differentiation: Average Student

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Differentiation: Advanced Student

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Vocabulary Sheet of Key Terms

Longhouse

Wampum

Canoe

Corn, beans,
squash (3 Sisters)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Direct Teacher Intervention

Exploring Northeast Native Americans: The

Six Nations
By Denise Engstrom
The Iroquois are a group of American Indians located in the northeast region of the
United States and Canada. They are called the Six Nations by the English and
Haudenosaunee by themselves, instead of Iroquois. The word Iroquois is a French
word, derived from a Huron Indian meaning black snakes. Haudenosaunee means
People building an extended house or People of the Longhouse.

According to oral history, over 1,000 years ago, five nations banded together to form a
union now called the Iroquois confederacy. The five nations of the confederacy are the
Mohawk, Cayuga, Seneca, Oneida and Onondaga. In the 1700s, the Tuscaroras joined
the union making the confederacy Six Nations. It is important to remember that oral
history often conflicts with written history making consideration of all sources helps to
better understand history. The Council of Chiefs is the governing authority and follows
its own laws. The majority of the Six Nations function under the Great Law of Peace,
which promotes peace, power and righteousness. The Iroquois confederacy established
that each nation should handle their own affairs. Each nation has representation on the
Council. The Great Law is a unique representational form of government, with the
people in the clans having say in what information is passed upward. Historically, the
Iroquois were ruled by 50 council members. It has been reported that Benjamin Franklin
used many aspects of the Iroquois system in the development of the government of the
United States.

The Iroquois are considered a matriarchal society because descent is passed through
the mother, rather than the father. Both men and women have equal roles in the social,
political and economic life of the community. The balance of the gender roles makes the
society unique. For example, children of either sex are affiliated with their mothers clan.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
For the Iroquois the clan is the basic unit of social organization. Members of one clan
are considered to be relatives and intermarriage in the same clan is forbidden. Each
clan is led by a Clan Mother. The responsibilities of the Clan Mother include the naming
of all those in the clan, as well as the selection of the male candidate for Chief, which
the rest of the Clan must approve. She can however remove that same chief if he fails
in his duties.

The historical Iroquois lived in villages with long wooden buildings called longhouses.
Families would live together in the structures with extended family members. Today the
longhouse is either a frame building or a large, log house.

The Haudenosaunee view the concept of the longhouse like six families living under
one roof, with each nation representing a family. The Iroquois Nations could be
described as similar to a large longhouse that extends from where the sun rises in the
east, to where it sets in the west. The earth is the floor of this longhouse and the sky is
considered the roof. In this great longhouse the Mohawk nation are the keeper of the
eastern door. The Seneca is the keeper of the western door. The Onondagas in the
middle are the keepers of the central fire. Together these three are referred to as the
elder brothers and they represent half of the longhouse families. The Cayuga, Oneida,
and Tuscarora nations are the younger brothers and they represent the other families
that complete the house.

Children were valued and respected by Haudenosaunee people. The children received
much love and attention from the family members in the long house. During this time,
the women owned the long houses and the land. Today, longhouses still exist on some
Haudenosaunee reservations and are used for ceremonial purposes.

The Haudenosaunee grew a variety of vegetables, such as corn, beans, and squash.
Hunting and fishing contributed to part of the food they ate. They also grew tobacco that
was used for ceremonial and medicinal purposes. The men and boys usually hunted for

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
deer, bear and small mammals. Although much hunting was accomplished by bow and
arrow, many men also used snares, traps and guns.

1. Which of the following were NOT part of the Six Nations?

a. Oneida
b. Tuscarora
c. Cayuga
d. Cherokee

2. The Iroquois were a matriarchal society

True False

3. What type of shelter did the Iroquois live in?

a. longhouse
b. log cabin
c. teepee
d. wigwam

4. Over 500 clan members were part of the Iroquois council.

True False

5. Which of the following did the Iroquois use for food?

a. squirrel
b. rabbit
c. fish
d. bugs

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Independent Practice

Formative online quiz:

https://goformative.com/student/#/assignments/FQZD372

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language