The Haudenosaunee Confederacy
Overview
Students will receive exposure to new vocabulary, then read and annotate an article, discuss, and engage in a writing exercise, focused on the Iroquois Confederacy.
LESSON DESCRIPTION
The Haudenosaunee Confederacy
Author of the Lesson: Jenoge Sora Khatter
Lesson Summary/Overview: Students will receive exposure to new vocabulary, then read and annotate an article, discuss, and engage in a writing exercise, focused on the Iroquois Confederacy.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
- 6.1 Compare and contrast early forms of governance including the treatment of historically marginalized groups and individuals via the study of early major western and non-western civilizations.
- 6.4 Identify and analyze historical and contemporary means that societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
- 6.14 Identify and describe how the physical and human characteristics of places and regions connect to human identities and cultures in the Western Hemisphere.
- 6.17 Identify and examine the roles and impact of diverse groups of people (social roles, political and economic structures, and family and community systems) across indigenous civilizations.
- 6.19 Examine the continuity and change of the indigenous cultures through relevance and contributions to modern society.
- 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- 6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
- 6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
- 6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Content Objectives:
- Explain what a confederacy is.
- Evaluate leadership considerations specific to a confederacy.
- Explain what the Haudenosaunee Confederacy was.
- Identify the roles of Hiawatha and the Peacemaker.
- Identify Haudenosaunee women’s roles in government.
- Interpret maps to identify the geographic distribution of Iroquian languages.
- Evaluate the relevance of the Haudenosaunee Confederacy to the United States Republic.
ELP Standards:
- 6-8.1 Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
- 6-8.2 Participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
- 6-8.3 Speak and write about grade appropriate complex literary and informational texts and topics.
- 6-8.4 Construct grade appropriate oral and written claims and support them with reasoning and evidence.
- 6-8.6 Analyze and critique the arguments of others orally and in writing
- 6-8.8 Determine the meaning of words and phrases in oral presentations and literary and informational text.
- 6-8.9 Create clear and coherent grade appropriate speech and text.
- 6-8.10 Make accurate use of standard English to communicate in grade appropriate speech and writing.
Language (ELP) Objectives:
Students will read and listen to new information about an unfamiliar topic.
Students will complete highly, moderately, and loosely structured written responses using new information.
Students will talk about their responses in small group and whole class settings.
Simplified for students:
- Read slides and short texts and listen to peers and teacher in order to answer questions using speech and writing.
- Students will use sentence frames, word blanks, word banks, and context to provide spoken and written answers.
Supporting Academic Language
Language Functions: Make explanatory, interpretative, and evaluative statements; annotate text and use textual evidence to support statements; discuss and compare thoughts with peers
Language Modalities: Reading, Writing, Speaking, Listening
Vocabulary: confederacy, Haudenosaunee, Iroquoian, inhabit, consist, elaborate, political, bicameral, representative, sachem, constitution, veto, renounce, longhouse, agriculture, matrilineal, persistent, treaty, conquest, archeologist
confederación, Haudenosaunee, Iroquoiso, habitar, consistir, elaborar, político, bicameral, representativo, sachem, constitución, veto, renuncia, casa comunal, agricultura, matrilineal, persistente, tratado, conquista, arqueólogo
confédération, Haudenosaunee, Iroquoise, habiter, consister, élaborer, politique, bicaméral, représentant, sachem, constitution, veto, renoncer, maison longue, agriculture, matrilinéaire, persistant, traité, conquête, archéologue
邦联，“建造房屋的人”，易洛魁人，居住，组成，精心制作，政治，两院制，代表，萨赫姆，宪法，否决权，放弃，长屋，农业，母系，持久，条约，征服，考古学家
同盟、「家を建てる人々」、イロコイソ、居住、構成、精巧、政治、二院制、代表、サケム、憲法、拒否権、放棄、長屋、農業、母系、永続的、条約、征服、考古学者
Syntax or Sentence Structure(s): Sentence/statement frames and guided text-responses.
Discourse: Comparing annotations and statements.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills: Proficiency or near proficiency in general grade-level content and skills.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Laptop/tablet or printouts (in order to access the following)
- Slide deck
- “The Iroquois Tribes” (© Independence Hall Association, 2022) (13 paragraphs; 800 words) - support article (invites critique and bias analysis)
- Learning Guide
Learning Supports
Socio-emotional supports: Information is presented in a sequential manner aimed at promoting student success (and, therefore, positive student affect) and processed through social interactions designed to affirm students and build their confidence using academic vocabulary.
Cultural & Linguistic Responsiveness: Content and activity scaffolding allow for students with diverse backgrounds to access the material and engage in related activities. For example, consistent use of imagery and sentence frames. Representing multiple groups/individuals increases the likelihood that students will find aspects of their identity affirmed.
Accessibility: Much of the material is visual and auditory, and writing tasks are focused on showing thinking -- not simply getting material written; core vocabulary will be previewed and utilized in a number of ways.
Instructional Supports
Differentiation:
- Information is presented in a sequential manner
- Information is processed through social interactions and teacher-modeling/facilitation
- Content and activity scaffolding (growing from “known” to less known)
- Consistent use of imagery
- Sentence frames
- Representing multiple groups/individuals
- Much of the material is visual and auditory
- Writing tasks focused on showing thinking
- Core vocabulary will be previewed and utilized in a number of ways
L1 Supports (native language): access to terms in L1 and to digital translators
L2 Development (English, by level):
- Level 1 - Context; visual aids; vocabulary activities; annotation strategies; learning guide/graphic organizer
- Level 2 - Sentence frames; vocabulary activities; annotation strategies; learning guide/graphic organizer
- Levels 3 - Vocabulary activities; actively speaking and listening; elaborate on written work; annotation strategies
- Level 4 - In addition to the aforementioned, prompt these students to share (and what to share) during whole group discussion
- Level 5 - In addition to the aforementioned, prompt these students to share during whole group discussion
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 10 minutes
Teacher Does/Students Do:
Teacher helps students get to the vocabulary warm-up
Students complete vocabulary warm-up
Focused Instruction (Teacher-as-Model)
Time: 15 minutes
Teacher Does/Students Do:
Teacher presents objectives/tasks for the day, shows some slides, and completes the reading with students after reviewing annotation strategies
Students annotate their copy of the slides and copy of the article
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 5 minutes
Teacher Does/Students Do:
Teacher explains the Learning Guide and how students are expected to complete it. Teacher completes one example with the whole class
Students listen while reviewing the Learning Guide visually, ask questions, and complete the example with the teacher
Group Application (Student-to-Student Joint Responsibility)
Time: 15 minutes
Teacher Does/Students Do:
Teacher circulates, lets students known there’s about to be a pause (and prepares individuals to speak), and facilitates discussion
Students work on the Learning Guide and participate in the discussions by listening or listening and speaking
Individual Learning (Independent Practice and Application)
Time: 10 minutes
Teacher Does/Students Do:
Teacher circulates and has individual conversations with students as needed
Students complete the Learning Guide, including an independent writing task at the end
Closure
Time: 5 minutes
Teacher Does/Students Do:
Teacher either shows a current event affecting the Haudenosaunee or connects the day’s learning to next lesson and facilitates discussion
Students participate by listening or listening and speaking
ASSESSMENTS
Formative Assessment
Content: Comprehension, application, and evaluation questions and prompts on Learning Guide in relation to the article and slide deck.
Language: Completion of Learning Guide; Open-ended written response for students to demonstrate their understanding and thought process.
Plans for Summative Assessments
Content: Government comparison assessment and/or cause/effect assessment
Language: Open-ended written response for students allows for summative assessment on some standards during this lesson.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Geographical tools, like native-land.ca, to explore ancestral homelands of diverse Indigenous peoples, and online Native American and Haudenosaunee (a, b, c, d, e) museums, and this film.