Iroquois Confederacy- Project Overview

Create 6 groups- 1 for each tribe in the Confederacy

● Seneca
● Cayuga
● Onondaga
● Oneida
● Mohawk
● Tuscarora

Each group member will become an ‘expert’ for an aspect of Iroquois culture:
● geography (map) - ALL STUDENTS
● shelter (long house)
● arts/crafts (wampum belt)
● political (Great Law of Peace - tree -consensus)
● family (matrilineal- role & status of women)
● OPTIONAL: storytelling (oral history) for groups of 5

Each student will be responsible for answering research & understanding questions, as well for
creating a ‘task’ piece to show the result of their learning.

Groups create a tri-fold where each expert is responsible for displaying their content area and
setting up their task, presenting their findings to the class and preparing for a Grade 6 Gallery
Walk.

Essential Question: How are the different cultural aspects of the Iroquois Confederacy (shelter,
arts/crafts, law, family, geography, storytelling) representative of and connected to their social
and political structure?

Social Structure = how a group organizes the way people live

Political Structure = how a group organizes its government
 The Iroquois Confederacy
Museum Exhibit Fair

Introduction:

The Glenbow Museum in Calgary is looking to expand on their current Native American
exhibits. Right now they only have displays for local tribes, primarily the Blackfoot.
They would like to consider including the Iroquois Confederacy to help future Grade 6
students with their studies.

Task Setup:

You have been tasked with selecting one tribe within the Iroquois Confederacy and
becoming an expert in one aspect of this tribes culture. These pieces will be presented
as group and showcased as a whole museum exhibit.

As a group, you will need to decide which activities and artifacts will best represent your
tribe. Ultimately these activities and artifacts will be included in your exhibit at the
Glenbow Museum.

As an individual, you will then write a letter to the Glenbow Museum persuading them to
choose/include your exhibit, and write a newspaper article announcing the expansion of
the First Nations exhibit at the Museum.
Student Process:

❏ Step One: Begin by deciding on your TRIBE. Review Roles and assign to group
members! (1 class)

❏ Step Two: Gather information about your Native Tribe depending upon what
expert role you have chosen. You must use three different sources and answer
all Expert Questions in full sentences. (4 classes)

❏ Step Three: Complete the task assigned to you as an Expert. (3/4 classes)

❏ Step Four: Meet with the other experts in your group. The purpose of your
meeting is: to work with fellow group members to research and complete the
Geography expert section. Fill out the information page together and complete
the task. (1 class)

❏ Step Five: Group work time. The purpose of this time is to: meet with your
group and organize your information and display it on your poster
presentation. Remember you are responsible for creating an equal portion of the
visual display to be shared at the Gallery Walk. (3 classes)

❏ Step Six: Dress rehearsal. Practice your presentation with your group. Make
sure your display is visual and is located so that the audience can see it. (1
class)

❏ Step Seven: In-class presentations & Gallery Walk

❏ Step Eight: Write persuasive letter and newspaper article

Roles and Tasks
1. Geography Expert: (Everyone! To be completed as a tribe)
You will need to research about the location, landscape, vegetation, and climate
of your region and be able to describe how these topics affect the life of your
tribe.)
TASK: Create a Map to display.

2. Shelter Expert: __________________

You will need to research the location and types of shelters your tribe lived in, as
well as materials used to build these shelters.
TASK: Draw a blueprint and build a model of the shelter to display. Build a
Longhouse.

3. Arts/Crafts Expert : _____________

You will need to research crafts made by your tribe and explain their significance.
You will also need to research the significance of the Wampum Belt.
TASK: Make a replica of a Wampum Belt to display. Create a Wampum
Belt.

4. Political Expert : _____________

You will need to research how the government of your tribe was organized and
functioned.
TASK: Create a model of the Tree of Peace to display that explains the
different symbols.

5. Family Expert : _____________

You will need to research the clans/nations, rights and responsibilities of
members in your tribe.
TASK: Create a visual that represents the various identities and traditions
of the members of the various tribes

6. Story-telling Expert (ONLY if your group has 5 members): _______________

You will need to research Myths and legends told by your tribe and describe how
these relate to their beliefs. Create Earth Stories or Songs.
TASK: Choose one legend to dramatize. You will need to narrate the legend
and organize costumes and parts or puppets.
 Geography Experts
Name: __________________ Native Tribe:_________________

Knowledge:

1. Describe in detail the physical characteristics of the region where your

tribe lived. What does the land look like? How is it different?
____________________________________________________________
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2. Illustrate on a map the location of where your tribe lived and include a
short description below.
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3. Find examples of the vegetation that can be found in the area. How
did the Aboriginals use them?
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4. Give examples of animal life that were important to your Native Tribe.
How were these animals used?
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Understanding:
5. What was the climate and how did it impact/influence the people?

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 Shelter Expert

Name: __________________ Native Tribe:_________________

Knowledge
1. Describe the type of shelter did your group built.
____________________________________________________________
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2. What types of materials and tools were used to make these shelters?
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3. What members of the community lived in these shelters?
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4. What types of activities occurred inside the shelters?
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Understanding:
5. How were the living arrangements in the settlements organized to
reflect the clan/tribe system?

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 Arts and Crafts Expert

Name: __________________ Native Tribe:_________________

Knowledge
1. List and describe 3 examples of crafts your tribe created.
____________________________________________________________
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2. What types of materials were used to make these crafts?
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3. What is a Wampum Belt?
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4. Explain the importance of the Wampum Belt.
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Understanding:
5. Why are historical records like Wampum Belts important to the
collective identity of a people?

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 Political Expert

Name: __________________ Native Tribe:_________________

Knowledge
1. Explain how was the Iroquois Confederacy was formed.
____________________________________________________________
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____________________________________________________________

2. What process did your tribe use to make decisions? Explain how it
worked.
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3. What was the Great Law of Peace? Explain why was it needed.
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4. What was the purpose of the Grand Council? Who were its
members?
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Understanding:
5. Explain how a decision was made through consensus by the Grand
Council.

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 Family Expert

Name: __________________ Native Tribe:_________________

Knowledge
1. List and explain the roles and responsibilities of men in your tribe.
____________________________________________________________
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2. List and explain the roles and responsibilities of children in your tribe.
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3. List and explain the roles and responsibilities of women in your tribe.
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4. What is the difference between the clans and the nations? Explain
the role of each in your tribe?
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Understanding:
5. Compare and contrast the role & status of men/women in the tribes.

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 Storytelling Expert

Name: __________________ Native Tribe:_________________

Knowledge:
1. Find examples of legends and myths from your tribe. List their titles
and sources here.
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2. What do these stories show you about the religion and beliefs of your
tribe?
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3. Describe some of the rituals that your tribe performed and the
reason why.
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4. Did your group use music and dance in their rituals? If so, how?
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Understanding:
5. Why/how are the myths and legends of the Iroquois important to
their collective identity as a people?

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Student Self Reflection Name: _______________________

After you have finished this task, complete the following self-reflection:

● Area of strength (what I did well)

● Area for growth (what was hard for me)

● What I would do differently another time (what action I will take)

● What mark would I assign myself for this project? Why?

Student ________________________________________________________________

Mastering Advancing Progressing Emerging Beginning/

Limited

Provides Provides Provides trivial or

pertinent and relevant and false information
KNOWLEDGE
complete about the
detailed
information questions.
I CAN research an information about the
about the questions with
aspect of First
some detail.
Nations culture to questions

demonstrate
knowledge of their
traditions, beliefs,
history and culture.

Task Task supports Task does little to

enhances audience support audience
SKILLS
understanding of understanding of
audience
details provided details provided in
I CAN create a understanding in knowledge knowledge portion
of details portion of the of the project.
visual project that
project.
helps my audiences provided in

understanding. knowledge
portion of the
project.

Presentation is Presentation is Presentation shows

Presentation engaging and thoughtful and little interest in
interesting with the topic, with
enthusiastic
good pacing, pacing, volume and
I CAN present what with excellent volume and body body language that
I learned clearly pacing, language makes the
presentation
and effectively to volume and
difficult to
help my audiences body language understand and/or
understanding disengages the
audience
Student ________________________________________________________________

Mastering Advancing Progressing Emerging Beginning/

Limited

Persuasive Letter Strongly & Personal Personal opinion

clearly states opinion is stated is unclear -
personal - some little/no evidence
opinion - evidence provided -
provides a provided - arguments are
variety of arguments are superficial or
evidence - logical trivial
arguments are
sophisticated

Newspaper Article Article contains Article contains Article is missing

multiple details the 5W’s - 2 or more of the
for the 5W’s - details are 5W’s - details
details are mostly clear but are unclear and
clear and more support is little/no support
supportive needed is provided
Additional Resources

http://www.nelson.com/albertasocialstudies/productinfo/gr6_9/documents/abss6ch4draft.pdf

http://www.britannica.com/EBchecked/topic/294660/Iroquois-Confederacy

http://www.thecanadianencyclopedia.ca/en/article/iroquois/

http://www.bigorrin.org/iroquois_kids.htm

https://www.youtube.com/watch?v=6C9fbXmnQYQ

http://quizlet.com/3520904/iroquois-key-facts-and-terms-flash-cards/