Title: The Iroquois Confederacy

- The unit will introduce students to the history and background of the Iroquois Confederacy, along with its importance and impact on development throughout New York State.

Demographics: The Iroquois Confederacy unit will be taught in a rural school to a class of 20 3rd graders. There are 10 boys and 10 girls ranging from 8-9 years of age. The class is made up of students with average learning abilities and is not integrated. There is one student who has remedial needs in math; he will be pulled out of the class once a day. This two week unit will be taught in a general education classroom setting.

Rationale:

Content

Acknowledging the Iroquois Confederacy will allow students in the 3rd grade to begin to appreciate and better understand the history of the land of which they reside. Multicultural in nature, the lesson will cover subjects such as social studies, math, science/technology, and language arts through an integrated unit structure. This lesson will provide a foundation for the 3rd grade students to consume an understanding of the innate differences of groups of people and living at a different time. Each lesson within the unit provides substantial bodies of information through the use of high quality literature and practices.

It is essential for students to learn about Native Americans as their history makes up a prominent portion of the history of the United States of America and New York State. Studying the daily lives of a Native American tribe provides students with a viewpoint of the lives of someone from the past as well the lives of someone from a different cultural makeup. In this unit students will select specific legends and poems and recognize that this used as a tool of communication for many Native American tribes including those whom made up the Iroquois Confederacy. This was part of their process of passing down traditions and practices from one generation to the next.

By highlighting the tribes of the Iroquois Confederacy, students will be able to gather and organize information about the important accomplishments of the Native American Indians that once lived in the same area of New York State that they now do. The fact that the Iroquois people lived in the same geographical area as the students, will allow the students to form a more personal connection and understanding to the lives of the Iroquois Confederacy tribe members.

Methodology

In reference to Dr. Howard Gardner’s multiple intelligences, all students “…possess different kinds of minds and therefore learn, remember, perform and understand in different ways.” With this idea as an underlying foundation of The Iroquois Confederacy unit plan, it

allows for various assortments of tasks, exercises and instructional models, as to meet the diverse needs of the 3rd graders. This integrated unit will have a pathway for learning for each of the students, whom each have their own individual differences and needs to be a successful learner.

Bandura’s social learning theory also holds a foundational basis to the Iroquois Confederacy unit plan. This theory states that people can learn by observing the behaviors and actions of others. Here the students will observe the behaviors and actions of the teacher, teaching assistant and various parent volunteers throughout the unit. Scaffolding and modeling will be presented to the students in various forms throughout the unit, with the hope that the students will observe and learn these behaviors and actions.

Third graders, according to psychologist Jean Piaget, are in the concrete operational phase of their lives. An essential component of this phase is the elimination of egocentrism. A goal of this unit is for the students to see daily life from the view point of the people who made up the Iroquois Confederacy. This goal is path to which the students will see something from another’s perspective or point-of view and this is a quality that children should be learning at this point of their lives.

Standards

The Iroquois Confederacy unit plan was created and follows the New York State teaching standards for childhood in the areas of English Language Arts, Social Studies and Mathematics, Science and Technology. The following is a list of each standard that is met throughout this unit and the corresponding lessons they will be found it.

NYS social studies standards

Standard 1.2.1: Gather and organize information about the traditions transmitted by various groups living in their neighborhood and community. (Introduction lesson, ELA lesson)

Standard 1.3.1: Gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities. (Introduction lesson)

Standard 3.1.1: Study about how people live, work and utilize natural resources. (Social Studies lesson)

Standard 3.1.2: Draw maps and diagrams that serve as representations of places, physical features, and objects. (Social Studies lesson)

NYS English language arts standards:

Standard 1.1.3: Select and use strategies they have been taught for note taking, organizing, and categorizing information. (Introduction lesson)

Standard 2.1.1: Read a variety of different genres: picture books; poems; articles and stories from children’s magazines; fables, myths, and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers. (Introduction lesson, ELA lesson)

Standard 2.2.3: Create their own stories, poems, and songs using the elements of literature they have read and appropriate vocabulary. (ELA lesson)

Standard 4.1.2: Take turns speaking and responding to other’s ideas in conversations on familiar topics. (Introduction lesson)

NYS Math, Science and Technology standards:

Standard 3.1.4: Use logical reasoning to reach simple conclusions. (Math lesson)

Standard 3.2.4: Recognize the order of whole numbers and commonly used fractions and decimals. (Math lesson)

Standard 3.5.2: Select appropriately standard and nonstandard measurement tools in measurement activity. (Math lesson)

Standard 4.1.2: Describe the life processes common to all living things. (Science lesson)

Unit Goals:

Content

- Students will learn the given vocabulary of the unit to assist in their understanding of the Iroquois Confederacy.

- Students will retell the story of the daily lives of the people of the Iroquois Confederacy.

Skills and procedures

- Students will create a poem or legend based on those they read from the people of the Iroquois Confederacy.

- Students will present information on the daily lives of the people of the Iroquois Confederacy.

Attitudes and Dispositions

- Students will see and understand that there are differences in the ways people live their lives.

- Students will understand that people lived differently throughout history.

Unit Concepts

- Iroquois Confederacy (culture, lifestyle, food and geographic location)- Peace- Alliance- The Three Sisters- Seed makeup and growth

Unit Generalizations

- Working together brings about more good- The daily lives of different people and people from a different time are

different- The self- sufficiency and strong family structure of the Iroquois was pivotal to

their livelihood.- Life for the members of the Iroquois Confederacy was extremely different

before European involvement.- Native Americans passed down their traditions and rituals though the retelling of

legends and poems.- All plants require similar care.

Terminology

- Iroquois Confederacy: The union formed by the Cayuga, Mohawk, Oneida, Onondaga and Seneca tribes. Also known as the Five Nations.

- Confederacy: A group of people who join together to help each other. - Clan: Groups of Native American relatives who could be traced back to a

single female ancestor.- Clan mother: The female head of a clan.- Council: A group of people who gather to discuss laws and rules. - Sachem: A leader of a Native American nation. Only men could be sachems

and only women could choose them.- Wampum: A long belt or string made of white and purple shells. It was used

to record events and to bind contracts and was given as gifts of honor.- Five Nations: Another name for the Iroquois Confederacy, made up of the

Cayuga, Mohawk, Oneida, Onondaga and Seneca tribes.- Great Law of Peace: The Iroquois Constitution- Green Corn Festival: A celebration held in August when the Three Sisters

were ready to be eaten.- Haudenosaunee: “People of the longhouse”- Longhouse: The house of the Iroquois - Maple Festival: The celebration of the maple tree giving forth its sap.- Partition: Physical separations in the longhouse.- Sap: Syrup of the maple trees- Three Sisters: corn, squash, and beans- Iroquois Trail: The area was once inhabited by the various tribes of the

Iroquois Confederacy. Also known as the Mohawk trail, it runs along the Mohawk River in New York State. Follows the same route as the Erie Canal.

- Legends: A non-historical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical.

- Myth: A traditional story usually concerning some being or hero or event, with or without a natural explanation.

- Poem: A composition characterized by a highly developed artistic form and by the use of heightened language and rhythm to express an intensely imaginative interpretation of a subject.

- Capacity: A measure of dry or liquid volume of a container.

Essential Questions

- What was it like to live as a member of the Iroquois Confederacy?- How were Indian legends developed?- What were Indian legends used for?- What did the Iroquois people eat?

LESSON PLANS – INTRODUCTION LESSON

Lesson Title: Introduction to the Iroquois Confederacy Unit

Objective: Given a reading and a vocabulary list, the students will identify necessary information regarding the Iroquois Confederacy to create a foundation for the unit. Each student will learn and use the vocabulary in writing a list of 5-7 facts about the Iroquois Confederacy in their journals, and then present their facts to the class through a presentation with a poster. Each student will complete the pre-test for the unit.

Concepts: Confederacy, Peace, Alliances

Generalizations: Working together brings out the better

Essential Questions: What was the daily life of an individual in the Iroquois Confederacy like?

Terminology: Iroquois Confederacy, confederacy, clan, clan mother, council, sachem, wampum, Five Nations, Great Law of Peace, Green Corn Festival, Haudenosaunee, longhouse, Maple Festival, partition, sap, Three Sisters

Procedures:

INTRODUCTION

1.) Administer the pre-test to each student. The pre-test consists of the 7 multiple choice questions and The Original Native New Yorkers worksheet.

2.) Once all the students have completed the pre-test, they will be divided into 2 groups. The group selection will be randomized by having each student come to the front of the classroom and picking a piece of paper out of the hat. The pieces of paper will either have a picture of an arrowhead or a picture of a canoe.

a. The arrowhead group will read The Iroquois Confederacy selection and the canoe group will read The Iroquois of New York selection.

3.) Each student will read his/her selection individually. They are to write down any words they do not know or have difficulty reading into their reading journals.

BODY

4.) The students will then get into their groups and re-read the selection aloud, taking turns. The teacher and teaching assistant will both be assigned a group to keep order, direct students when to read and to assist with difficult words. Again the students will be instructed to continue to write down any words they do not know or have difficulty reading.

5.) After each student has read and listened to the selection 2 times, the teacher will prompt the students to discuss the vocabulary words they have listed as they read. The teacher will record these words on a large sheet of paper.

6.) The teacher will ask the students to try to define these words. The teacher should prompt the students to look into the text to try to define the words. The students should take turns guessing and helping each other find out what the words mean.

a. The teacher and teaching assistant will have a list of words in which they need to discuss with the students. If the students do not bring these words up in discussion the teacher must introduce them as words he/she they had trouble with.

i. Group A: Arrowhead words: Iroquois Confederacy, confederacy, clan, clan mother, council, sachem, wampum

ii. Group B: Canoe words: clan, Five Nations, Great Law of Peace, Green Corn Festival, Haudenosaunee, longhouse, Maple Festival, partition, sap, Three Sisters

7.) After a discussion of the vocabulary words, the teacher will prompt the students on a discussion of important information they found in the text. There will be essential questions that each group should try to answer.

a. Group A: Arrowheads Questions

i. What groups were part of the Iroquois Confederacy?

ii. What advantages were there to belonging to the Confederacy?

iii. What events lead to the forming of the Iroquois Confederacy?

b. Group B: Canoes Questions

i. What was the Great Law of Peace?

ii. What are some values being taught in the Iroquois Creation Story?

iii. What were some of the Iroquois celebrations?

8.) Each group will be responsible for coming up with 5-7 facts or pieces of important information regarding the Iroquois Confederacy. They will decide as a group which facts are most important through taking turns and discussing their ideas.

ASSESSMENT

9.) Each group will present their facts to the class. Each fact should be written on a graphic organizer that will be hung in the classroom for the duration of the unit.

10.) After each group presents, each student will copy down all the facts into their journals. As a homework assignment the students will write a paragraph about the Iroquois Confederacy. They will have to use at least 3 of the facts they learned in their paragraph.

CLOSURE

11.) To end the Introduction to the Iroquois Confederacy unit lesson, the teacher will ask the students what new things they have learned in the day’s lesson. This will provide for an opportunity for review and for the students to hear the new information again since they will be using this information throughout the unit.

FOLLOW-UP

12.) The follow up to this lesson will be the continuation of the Iroquois Confederacy unit. The information from this lesson will carry on throughout the rest of the integrated unit. This lesson should have provided students with an adequate foundation of knowledge on the lives of the people of the Iroquois Confederacy.

Materials

- Readings:o The Iroquois Confederacy pgs. 70-75 : GROUP A (arrowheads) readingo The Iroquois of New York pgs. 22-29: GROUP B (canoes) reading

- Pretest- Group selection papers- Writing/reading journals- 2 large sheets of paper- Markers

LESSON PLANS – SOCIAL STUDIES LESSON

Title: The Iroquois Lifestyle

Objectives:

- Given a piece of paper and a map, students will be able to list the names of the tribes of the Iroquois Confederacy and accurately locate where each tribe was along the Iroquois trail, with no errors.

- Given a packet, students will complete questions regarding the lifestyles of the Iroquois Confederacy and “The Three Sisters”, receiving at least a satisfactory score on the rubric provided.

Concepts: Native American, specifically Iroquois culture, lifestyle, and geographic location.

Generalizations: The self-sufficiency and strong family structure of the Iroquois was pivotal in their livelihood. The northeast was a remarkable area of fertile land, and where the first native people, the Iroquois, called home. Their life was extremely different before European involvement.

Terminology: The Iroquois Confederacy – (Mohawk, Oneida, Onondaga, Cayuga, Seneca, Tuscarora) Iroquois Trail, The Three Sisters, Haudenosaunee, Longhouse

Essential Questions: What did the Iroquois people eat?

What was it like to live as a member of the Iroquois Confederacy?

Procedures:INTRODUCTION

1. The classroom teacher will read sections from “… If You Lived With The Iroquois” by Ellen Levine that apply to the Iroquois Confederacy, The Iroquois Trail and their lifestyle. An open-ended discussion will ensue about the readings and an open forum of questions will continue in order to address any questions the children may have before the body of the lesson begins. The teacher should be sure to address that there were many Native people in North America at one time, yet the Iroquois Confederacy is the group of focus. There are no remedial needs applying to the students within the class concerning this subject matter.

BODY

2. The classroom teacher will break students into groups of 3 or 4 to work on a packet of essential questions that pertain to the lifestyle of the Iroquois. Each group will have the selected readings at their desk to reference when working on the packet pertaining to the various Nations and the importance of the Iroquois Trail.

**As the group work begins, the classroom teacher will observe students and guide them with difficult words or pronunciations.

ASSESSMENT

3. Students will be given an outlined map of New York State and they must accurately place each of the five tribes of the Iroquois Confederacy along the Iroquois trail that will be drawn onto the map.

4. The students must provide adequate answers to the questions in the packet.

CLOSURE

5. Students will gather together on “the rug,” where we will debrief and talk about what we learned. The classroom teacher will use engaging, open-ended questions to lead us to the main closing theme. That is “When we learn about their society, it seems very different from ours. But like all people, they fed, clothed, and housed themselves; educated their children, set up a working government; played favorite sports and games; and had national celebrations. Like most peoples, they fought wars when necessary, and hoped for peace” (Levine, 6).

FOLLOW UP

6. A continuation of the Iroquois Confederacy unit plan onto the English Language Arts lesson regarding legends, myths and poems. The knowledge from this lesson and the introduction lesson on the Iroquois Confederacy will provide the necessary foundation of knowledge for the students to be able to comprehend and understand the meaning and necessity of the legends, myths and poems to the Iroquois people.

MATERIALS

- Sections from “… If You Lived With The Iroquois” by Ellen Levine that apply to the Iroquois Confederacy, The Iroquois Trail and their lifestyle

- Packet of Questions- Outline map of New York State

LESSON PLANS – ENGLISH LANGUAGE ARTS LESSON

Title: Indian Legends and Iroquois Poems

Objectives: Using The Legend of the Indian Paintbrush by Tomie dePaola and two poems written by Iroquois Indians, students will understand the difference of a legend and a poem. Students will demonstrate their understanding of the material by accurately creating their own legend and poem, by adequately constructing a legend or poem that includes at least 4 facts regarding the Iroquois Confederacy.

Concepts: Legends Poems

Generalizations: Native Americans passed down their traditions and rituals though the retelling of legends and poems.

Essential Questions: How were Indian legends developed? What were Indian legends used for?

Terminology: Legends Myths Poem

Procedures:

INTRODUCTIONThis topic will be introduced to the class by reading the book The Legend of the Indian

Paintbrush and the two poems My Feet Are Elms and I Lie in Grandmother’s Bed. These pieces of literature will be read within the first 20 minutes of the lesson.

BODYStudents will be questioned on their knowledge of legends and poems from either what they

already know or what they noticed throughout the different poems and story they heard. What does a poem have that stories do not have? What is different about the legend you heard from other stories you have heard in the past? Why do you think Indians wrote these legends and poems? What were poems and legends used for?

The teacher and class will discuss the student’s answers and they will be written on the whiteboard in a Venn diagram comparing legends to poems.

Poems have… Legends have… They both have…

The teacher will also include definitions to the words legends and poems. While the teacher is writing the notes on the board the students will be copying the Venn diagram and the definitions into their English Language Arts notebook.

A poem is a composition in verse

A story coming down from the pastTo help students better understand why the Indians used legends, the teacher will read an excerpt

from …If You Lived With the Iroquois about why and how the Indians used their legends within their tribe.

CLOSURE

To end the lesson, the students will write their own legend or poem. They will have the choice to write one or both. The teacher will observe the class while the students are at their seats working on the class activity.

ASSESSMENT

Each student should write a poem or a legend that includes at least 4 different facts or pieces of information regarding the Iroquois Confederacy and its people. If 4 facts are included, the student has completed the objective of this lesson with satisfaction.FOLLOW UP

Upon the completion of the lesson, students should understand how legends, myths and poems were incorporated into the lives of the Iroquois people as a method of communication from generation to generation. From here students will continue on with the rest of the Iroquois Confederacy integrated unit.

MATERIALS The Legend of the Indian Paintbrush My Feet are Elms I Lie in Grandmother’s Bed Dry erase markers Enough wide-lined paper for each student to receive 3-5 pieces. Pencils

LESSON PLANS – SCIENCE LESSON

Title: Beans and what makes them grow.

Objective:

Through dissection, students will be able to identify and name the parts of a lima bean. They will translate how the understanding of the life cycle of plants was essential to the livelihood of the Iroquois people. Students will use scientific practices such as making predictions, observations and recording data. They must accurately identify each part of the bean, and display the knowledge of how this lesson relates to the lives of the Iroquois people.

Concepts: Seed makeup and growth, Iroquois food

Generalizations: All plants require similar care.

Terminology: bean, embryo, cotyledon, seed coat, dissection, irrigation

Procedure:

Introduction:

1. Lesson will be introduced by connecting the importance of proper farming techniques and the use of beans/seeds for the beginning life cycles of a crop. Class discussion will ensue where the classroom teacher will open the room up to questioning and commenting concerning what it takes to make plants grow. Proper growth of plants takes sustained water and light sources, as well as proper care, such as weeding and watering. **Address the fact that additional watering and irrigation may be needed when farming due to the fact that rain is not always enough of a water source during the draughts of summer. The Iroquois had an excellent understanding of plant cycles, irrigation and the planting and harvesting seasons.

2. A brief overview of the five senses and how we can use them to make observations will be covered with the students. Students will have to use their senses to accurately complete Activity Sheet 1.

3. Students in groups of 3 or 4 will record predictions of what a bean seed will look like after it has been soaked in water for 24 hours.

4. Then each student will take 2 beans and place them in a wet paper towel, inside a ziplock bag to sit overnight.

Body:

5. Bring out the lists of student predictions to review as to what they thought would happen to the bean as it soaked overnight. Discuss their ideas briefly. Further instruct that today they will be using the majority of their senses to accurately observe and record the soaked seeds. Each student will have their own set of wet and dry seeds.

6. The students will then begin to inspect and record observations of each seed. Some students may record the soaked seed as wet, wrinkled, or soft as others may notice that the seeds color has become fainter.

7. Students will record their observations on Activity Sheet 1. 8. Students will then carefully peel off the seed coat and gently pry open the seed itself.

**Make sure to have extra bean seeds for students in case students need another one. 9. Classroom teacher will be available to all students as they begin to inspect and begin to

identify the inner make up of the seed. Make sure that all students have properly located the embryo and the cotyledon of the seed. Further encouraging students to point of each part of the seed using the correct terminology. **Note to students that their drawing of each seed needs not to be a work of art, just that the main parts of the seed are identified and accurate.

10. Classroom teacher will give out extra soaked seeds to allow students an attempt to replicate their findings.

Closure11. Have students share their observations of the seeds. They will identify which senses they

used to make a particular observation. 12. Ask the students how the seeds changed after they had been soaked and how close were

their predictions to what really happened. **Point out to students that predictions are never truly wrong because they are just thoughts and ideas about what we think will happen in the near future. In science, the more observations and experience we go through, predictions usually will become more accurate.

13. Finally, students will make observations as to what will happen to the seeds after they have been planted in soil and watered as needed within their journals.

14. Students will work individually at their desks; they will gather materials provided by the classroom teacher and plant their seeds. Students will fill a planter pot half full of soil, place 2 seeds in the soil making sure to cover them and top off the planter with a healthy amount of water. Watering will only take place after the planters are placed in a plastic bin near the window. Each student also will label their planter with their name, so they know which plant is theirs. Watering and plant management will be supervised throughout the plant’s lifecycle by the class room teacher.

15. Students work in groups of 2 to construct a paragraph that aligns why proper plant care was essential to the livelihood of the Iroquois people.

Evaluation16. Student journaling will be an essential assessment tool in charting each student’s

progress. In evaluating journals and Activity Sheet 1 the classroom teacher should apply the following criteria:a. Clarity: Above all, the descriptions need to be clear and précisedb. Completeness: All parts of the seed must be observed and described.c. Accuracy: What you see on paper should be as close as possible to the real thingd. Appropriate use of vocabulary: Students should be able to incorporate newly acquired

words into their written observations. Also, they should be able to label the plant parts correctly.

LESSON PLANS – MATH LESSON

Lesson Title: Introduction to measuring capacity through cornbread

Objectives:

Given a worksheet, each student will show their knowledge of measuring by completing the worksheet getting each of the 6 questions correctly.

Through the process of baking cornbread, students will be asked to write a paragraph explaining why they believe cornbread was chosen as the link between the math unit and the Iroquois Confederacy. In order to be successful with this objective students must mention The Three Sisters and corn.

Concepts: capacity, food from the Iroquois Confederacy, The Three Sisters

Essential Questions: What did the Iroquois people eat?

Terminology: capacity, The Three Sisters

Procedures

INTRODUCTION:

1.) Write the word capacity of the board and ask the students what comes into their heads when they hear this word. List their answers of the board.

2.) Write the definition of capacity on the board. a. Capacity: a measure of dry or liquid volume of a container

3.) Pass around different sizes of measuring cups. Each student should get one type of measuring cup, then go around the room and have each student tell the class what amount their measuring cup will measure. Write these amounts of the board.

4.) Ask the students about when they would use these types of measuring cups. Once they answer baking, tell them that is what we are going to do today.

BODY:

5.) Put students into three groups. Each group will have several different sized containers. There will be examples of each size container labeled at the front of the classroom. Have the students draw and label each size container in their writing journals.

6.) Pass around bags of dried beans and have students measure out: 1 cup, ½ cup and 1/3 cup and place the beans onto a paper plate. When finished each group will have three paper plates with the different amounts of beans.

7.) Have the students write down the amount of beans from least to greatest. Have them put the plates in order from the least amount to the greatest so they can see it visually.

8.) Once each group understands which amount is least and greatest. Have them clean up their beans.

EVALUATION:

9.) The students must accurately complete the worksheet from the math text on capacity.10.) The students must mention corn and The Three Sisters in their paragraph linking

the math lesson to the Iroquois Confederacy.

CLOSURE:

11.) Pass around the necessary materials to each group. With the assistance of the teacher, teaching assistant and parent volunteer each group will follow the cornbread recipe to make their cornbread.

- This lesson should take place right before the students lunch/recess time so that the cornbread has time to cook while the students are outside. The students will be allowed to taste their cornbread at the end of the day.

FOLLOW UP:

For homework, students will write in their writing journals a paragraph linking the math lesson and its activities to the Iroquois Confederacy.

MATERIALS:

- Cornbread recipe and necessary ingredients- Math worksheets- Writing journals- 3 sets of measuring cups- Different containers labeled as 1 cup, 1 pint, 1 quart and 1 gallon- Objects or pictures of objects for students to estimate the amount it can measure

LESSON PLAN – CLOSING LESSON

Title: The Iroquois Confederacy Closing

Objective:

Students will complete the post-test of the Iroquois Confederacy unit with a satisfactory score of 85%.

After the two weeks of learning about the Iroquois Confederacy, students will understand the history and background of this Native American tribe and how it impacted New York State. In order to ensure the student’s understanding of the concepts taught, the class will individually take a post-test administered by the teacher. Students should be able to recognize vocabulary used throughout the unit and they will be able identify facts that were important to the Iroquois. Students will demonstrate their understanding of the geographic region in which the Iroquois were located as well as understand the importance of Indian legends and poems that were passed down through the tribe. Finally students will be able to demonstrate their knowledge and understanding on the growth of a plant and the impact it had on the Iroquois Confederacy.

UNIT EVALUATION

A variety of assessment is critical to the charting of student progress. Only using one form of assessment would not be helpful for the teacher or the students. Multiple forms of assessment also give the students the ability to show case their skills or difficulties among multiple disciplines. Types of assessment used within this unit includes: assessment of reading and writing through poetry, open-ended questioning through reading comprehension, and assessment of math skills through measurement/baking. A critical form of assessment to be utilized is simple, observational assessment. Observing classroom progress allows the classroom teacher to know when to stop the lesson or activity and address any common questions or problems students are having. The purpose of the various forms of assessment is so we can constructively chart the progress of students throughout the unit.

Pupil Self Evaluation

Please circle the face that represents what you think.

1. Did I work well with others during class time?

2. Did I complete all my work during the lessons?

3. Did I complete all my homework from the lessons?

4. Did I learn anything during these lessons?

Pupil Feedback

1. Please circles which lesson you enjoyed the most out of this unit.

Social studies Science Math ELA

2. What is the one thing you remember most from these lessons?

______________________________________________

_____________________________________________

____________________________________________________________________________________________

3. Do you feel like you learned a lot through these lessons? Circle yes or no.

Yes No

Teacher Reflection

N/A

The Iroquois Confederacy Unit Plan

Teacher Sources

Marsh,C. (2003) The Big New York Reproductible Activity Book. New York: Gallopade

International.

Plant Growth and Development, Teachers Guide. (2002) Washington D.C.: National Science

Resources Center.

Student Sources

Banks, J.A., Beyer,B.K., Contreras, G., et al.(2001). New York: Adventures in Time and Place.

New York: McGraw-Hill School Division.

Sesso, G., & Feder, C.W. (2002). The New York State Story. New York: Steck-Vaughn.

Pre/Post Test

Name:______________________________

Date: _______________________________

1.)

Using the seed above, label the parts: the cotyledon, the embryo and the seed coat.

For the following three questions, write the correct answer. 2.) A group of people or nations that are united and have the same beliefs are called:

A. a confederacy B. an ancestorC. a heritage D. an alliance ________________

3.) Groups of Native American relatives who could be traced back to a single female ancestor is called:

A. a descendant B. an ancestorC. a clan D. a league ________________

4.) A Haudenosaunee dwelling made of wood and elm bark is called:

A. a nationB. a reservationC. a sacredD. a longhouse

_______________

Write 3 facts about Iroquois Indians:

1.

2.

3.