Molloy College

Division of Education
Heading for Coursework

Student: Maggie Reynolds

Course EDU-351 01
Grade 4
Topic: Iroquois values then and now

Professor Dr. Sheehan

Date: November 11th, 2015
Content Area Social Studies

Instructional Objective(s)
After listening to a song and comparing it to Native American values, students will form an
opinion based on evidence through creating history alive statues based on evidence from their
documents. Students will then write a letter pretending to be the god of the Iroquois tribe,
students will state whether the god would feel the same way about the Iroquois people now as he
has long ago. This will be done with at least three historical facts.

STANDARDS AND INDICATORS

(Cut and Paste)
New York State Social Studies Standards
Key Idea:
4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native
American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups,
inhabited the region that became New York State. Native American Indians interacted with the
environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO,
GOV).
Key Concepts:
4.2.c Each Native American group developed a unique way of life with a shared set of customs,
beliefs, and values.
Indicator: This will be evident when students work together to create statues reflecting various
characteristics of Native American value systems.
National Social Studies Standards and Themes:
3. Individual Development and Cultural identity

History as a formal study that applies research methods

Reading, reconstructing, and interpreting events

Analyzing causes and consequences of events and developments

Considering competing interpretations of events

Indicator: This will be evident when students analyze a song and compare it to the values of
Native Americans.
Common Core ELA Standards
Writing Standards for Literacy in History/Social Studies
Write arguments focused on disciplinespecific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
c. Provide a concluding statement or section that follows and supports the argument presented.
Indicator: This will be evident when students take evidence from their document to create a
history alive statue.
4.SL.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.
Indicator: This will be evident when students form groups and together, form a history alive
statue, and later on perform in-front of their peers and the teacher.
Social Studies Practices: Habits of Mind
A. Gathering, Interpreting and Using Evidence
1. Develop questions to help identify evidence about topics related to the historical events
occurring in the Western Hemisphere that can be answered by gathering, interpreting, and using
evidence.
2. Recognize and effectively select different forms of evidence used to make meaning in social
studies (including primary and secondary sources such as art and photographs, artifacts, oral
histories, maps, and graphs).

3. Identify evidence and explain content, authorship, purpose, and format; identify bias; explain
the role of bias and potential audience, with teacher support

MOTIVATION
The teacher will introduce the lesson by going over the homework from the previous day, as a
class the students will work together to analyze a song and compare it to the value systems of the
iroquois tribe.

MATERIALS

SMARTBOARD
Song Lyrics handout
History Alive: statues handout
Writing utensils
Kahoot interactive quiz

STRATEGIES

Group discussion
collaborative learning
cooperative learning
direct instruction
History alive activity

ADAPTATIONS
The student who is an English language learner will receive a list of vocabulary
words with visual representations to aid them in better understanding the lesson.
The student with ADD will receive scribed notes.

DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way.
Visual learners will be stimulated by the key points being listed on the
SMARTBOARD
Auditory students will listen to a song and compare it to Iroquois values.
Social Interaction learners will be engaged by the social interaction of working in
groups on their history alive activity.
Kinesthetic learners will be engaged by the history alive activity.
Linguistic learners will be engaged in the writing activity

Tiered Differentiation
Tier One Learners will be provided with a definition sheet for various words about the Iroquois
values aiding them in their history alive activity.
Tier Two Learners will be provided with an outline for their history alive activity..
Tier Three Learners will be do the history alive activity without help.

DEVELOPMENTAL PROCEDURES
1. Students will listen to an excerpt of Thursday by Stay True and determine
which parts of the song relate to the Iroquois and their set of values. Students will share
their answers with the class. What lyrics resonate with you the most? Why? How did you
feel about this song? How does this song relate to Iroquois values?
2. Students will be split up into groups of three, each group will receive a different
topic about the Iroquois and their set of values.How do these values resonate with you?
What do they make you feel about the Iroquois? Did you have any misconceptions about
the Iroquois tribe?
3. Students will create history alive statues and perform in front of the class.
How can you represent these values through a statue?
4. The activity will be repeated three times as each group performs in front of their
peers.
Can you guess what the other groups values are?
5. Students will use their new knowledge of Native Americans to take an online
kahoot quiz

ASSESSMENT
The teacher will observe the students perform their history alive statue in front of
the class.
The teacher will listen to and review each groups opinions.
The teacher will moderate the history alive statue activity.
Students will write a letter pretending to be the god of the Iroquois tribe, students
will state whether the god would feel the same way about the Iroquois people now as he
has long ago. This will be done with at least three historical facts.

INDEPENDENT PRACTICE

Students will think of a different song that applies to the Iroquois and their set of values.
Students will write a paragraph explaining why they chose that song.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will, under
direct supervision of the teacher, be provided with a t-chart explaining the iroquois set of values
both in the past and in current day.
Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about each the iroquois people in our world today.

REFERENCES

The Iroquois Nationals organization

http://iroquoisnationals.org/
Iroquois values
http://articles.chicagotribune.com/1990-05-09/news/9002070237_1_mohawk-indian-progambling-gambling-opponents

Iroquois world lacrosse championship

http://wilc2015.com/iroquois-nationals-announce-official-team-roster/