Introduction: Topic Gamified

 Grade 6 Social Studies: Democracy: Action and Participation

 General Outcome: 6.2: Historical Models of Democracy: Ancient Athens and the
Iroquois Confederacy
 Description of the General Outcome: “Students will demonstrate an understanding and
appreciation of the democratic principles exemplified by ancient Athens and the Iroquois
Confederacy.”
 Key Objectives:

o 6.2.1 appreciate the relationship between the values of a society and the model of
government adopted within a society

o 6.2.2 value the role of participation by citizens in diverse democratic societies

o 6.2.3 analyze the structure and functions of the democratic system in ancient
Athens
o 6.2.4 analyze the structure and functions of the Iroquois Confederacy by
exploring and reflecting upon the following questions and issues

I decided to gamify a grade 6 social studies class. This unit goes into great depth
examining what democracy is, the model and structure of government, and the different roles and
advantages specific individuals have based on status, class structure and gender in Ancient
Athens and the Iroquois Confederacy. I chose a combination of structural and content
gamification. The structural component consists of the quests' layout and how each quest has
prerequisites that the students need to complete before moving on. Each quest has at least one
bonus task that goes with it. The content portion is based on students conducting research,
exploring the links and videos that I have provided as well as reading and comprehending the
information I presented them and reflect upon the "think" questions I have left throughout each
quest. Students will immerse themselves in a narrative that brings them back to the time of
ancient Athens and the Iroquois Confederacy. Roughly around the 1100s to 1200s for the
Iroquois Confederacy and about 400 to 300 BCE for Ancient Athens. Students will experience
the different values of society, how their government works, and take on the role of one of the
citizens (male vs female citizenship, male vs female metics and slaves). In order for students to
return to the present time, they will need to complete all the tasks, earn digital badges and gain
XP points. There will also be "bonus" tasks that are not mandatory, but students can further
explore topics that they find meaningful and exciting.

I chose to use this approach for this unit because it allows students to understand what it
would be like to live in Ancient Greece and be a part of the Iroquois Confederacy. In doing so,
students can build connections and think critically between what our Canadian government is
like and the roles citizens have today compared to back then. For instance, in Ancient Athens,
females could not vote and could not partake in Athenian democracy, but now women have more
rights when it comes to having an influence in government decisions. Overall, getting students to
partake in gamified learning environment not only enhances their learning but helps develop
internet safety skills.
 Throughout each quest, there are various modalities students can choose from to ensure
all students are successful (i.e. news article, PowerPoint, podcast). It provides them autonomy
over their learning, which, in turn, promotes a meaningful and relevant learning environment.
The quests I have created differ from a traditional unit as students are continually researching,
finding new information, watching videos and interacting digitally with the information being
provided. Incorporating a storyline lets students engage within the narrative, and it aids in
connecting the learning material to the real-world. Some gamification elements I used include
badges, XP points, quests and leaderboards (rankings). The rank levels and digital badges are
critical aspects of the game. It shows students their progression throughout the mandatory and
bonus quests, and it adds a friendly competition component amongst all students. Along with
this, students can reflect and see how many badges they have accomplished. Each investigation
should be roughly around one class period (45minutes to 1 hour). Inserting game language into
the activities adds incentives for students because many students will have a gaming background.
Using terminology that they are used to allows them to engage in the task and exert positive
effort and behaviours into the quests.
 Overview of Quests:
The quests on the right are
mandatory (colorful ones)
The quests on the left are optional/
bonus (yellow ones)
Pillars of Democracy:
Students will create three pillars, each
with a principle that represents your
ideal government structure
Provide a brief rationale for the
choices you made
Map Designing:
Construct a map of the three
historical places in Ancient Athens.
Slaves in Ancient
Athens:
Complete a worksheet
examining the roles and
rights of Slaves in Ancient
Athens.
Longhouses:
Complete a
worksheet examining
what longhouses are
Compare and Contrast
Complete a Venn diagram
outlining the gender roles
in Ancient Athens and the
Iroquois Confederacy
Wampum Belt Activity:
Prerequisites:
Students need to complete the quests in
Start:
numerical order (1-5) as some of the Introduction
quests have overlapping concepts and overview of the
students will need that background tasks, goals, and
information to complete the next expectations
activities.
1. Democracy:
Understand what democracy is, the values it has in society and
explore different democratic ideals of equity and fairness
Examine democracy in Ancient Athens and complete a
worksheet outlining what democracy is and what it looks like
2. Citizens of Ancient Athens:
Explore the gender, status and class structure of Ancient Athens
democracy (Citizens, Metics, Slaves)
Write a reflection regarding the role of women and complete a
Venn diagram outlining the differences and similarities between
male and female roles
4. Iroquois Confederacy:
Look at what the Iroquois Confederacy is
Complete a KWL chart, a worksheet and create a presentation on
either the Great Law of Peace or on the Peacemaker
Examine the advantages and disadvantages of consensus as a decision-
making model for government
3. Citizens of the Iroquois Confederacy:
Investigate the gender differences and roles people had within the
Iroquois Confederacy (men and women)
Complete a chart outlining the roles females and males have in the
Iroquois Confederacy (Clan Mother, Hoyaneh, Men’s & Women’s
Council)
5. The Six Nations:
Explore the different Six Nations and the role they played in the Iroquois
Confederacy.
 Digital Badges and Rewards
Each quest is worth 10 XP points. There are five mandatory quests and six bonus
quests. Students may complete the bonus quests to receive extra XP points, but
they do not need to. To pass the unit, students need to obtain a minimum of 70 XP
points (from the five mandatory quests and two bonus quests). Students have the
opportunity to achieve a maximum of 110 XP points in total.

Mandatory Quests 10 XP Points Each:

This badge is
given once This badge is given once
students students successfully
successfully completed the citizens of
completed the Ancient Athens quest.
democracy quest. This badge is worth 10
This badge is XP points
worth 10 XP
points

This badge is given

once students This badge is given
successfully once students
completed the successfully
Iroquois completed the
Confederacy citizens of the
quest. This badge is Iroquois
worth 10 XP points Confederacy quest.
This badge is worth
10 XP points

This badge is given

once students
successfully
completed the Six
Nations quest. This
badge is worth 10 XP
points
 Bonus Quests 10 XP Points Each:
These are bonus quests
that students can do to
earn extra XP points.
This badge is given
once students
successfully completed
the pillars of
democracy quest. This
badge is worth 10 XP
points
These are bonus quests
that students can do to
earn extra XP points.
This badge is given once
students successfully
completed the role of
citizens quest. This
badge is worth 10 XP
points
These are bonus quests
that students can do to
earn extra XP points.
This badge is given once
students successfully
completed the gender
role compare and
contrast quest. This
badge is worth 10 XP
points
These are bonus quests
that students can do to
earn extra XP points.
This badge is given
once students
successfully completed
the designing a map
quest. This badge is
worth 10 XP points
These are bonus quests
that students can do to
earn extra XP points.
This badge is given once
students successfully
completed the
longhouses quest. This
badge is worth 10 XP
points
These are bonus quests
that students can do to
earn extra XP points.
This badge is given once
students successfully
completed the
Wampum Belt quest.
This badge is worth 10
XP points
 Bonus Rewards

This badge is given This badge is given

when you complete one when you complete
bonus quest. This badge two bonus quests. This
is worth 10 XP points badge is worth 10 XP
points

This badge is given This badge is given

when you complete when you complete
three bonus quests. This four bonus quests.
badge is worth 10 XP This badge is worth 10
points XP points

This badge is given This badge is given

when you complete when you complete
five bonus quests. six bonus quests.
This badge is worth This badge is worth
10 XP points 10 XP points
XP Ranks and Levels

10XP 20XP 30 XP 40XP 50XP 60 XP 70XP 80XP 90XP 100XP 110XP

10XP: Democracy Quest: Gained an understanding of what democracy is and the

government structure in Ancient Athens

20 XP: Citizens of Ancient Athens Quest: Explored the different roles citizens have in
Ancient Athens, such as citizens, metics and slaves

30 XP: Iroquois Confederacy Quest: Successful displayed knowledge of what the Iroquois
Confederacy is and the different parts that make it up, such as the Great Law of Peace

40XP: Citizens of the Iroquois Confederacy Quest: Examined the different gender roles
and how they are involved in the decision making (Clan Mothers, Hoyaneh, Women’s
Council and Men’s Councils)

50XP: Six Nations Quest: Determined who the six nations are, what contributions they
made to the Iroquois Confederacy and how they made decisions

END OF MANDATORY QUESTS

Bonus Tasks you need to complete a minimum of 2 to pass the unit (increase your XP
points)

60XP: Good Worker: Completed one bonus quest

70XP: Hard Worker: Completed two bonus quests

80XP: Rockstar: Completed three bonus quests

90XP: Superstar: Completed four bonus quests

100XP: Top Explorer: Completed five bonus quests

110XP: Quest King/Queen: Completed six (all) bonus quests

Quest 1: Democracy (Mandatory: 10 XP Points)

 Essential Questions:
1. What is democracy?
2. How was the government
of Ancient Athens
structured?

Before beginning your yearlong journey to Ancient Athens, watch this 5-minute video that gives
you a glimpse into the daily life of an Ancient Athenian. Pay close attention, as you may be
playing one of these roles.

A day in the life of an Ancient Athenian- Robert Garland: https://youtu.be/ar8S6virCwM

Introduction

Before heading on your journey to Ancient Athens and the Iroquois Confederacy, you decide to
make a quick stop at school to grab the rest of your belonging. While there, you overhear a grade
6 social studies class learning about democracy. It sparks your interest, and you proceed to walk
in. The class is watching a video and answer a few questions about democracy. You decide to
join them.

Watch this 3-minute video explaining what democracy is:

Democracy- A short introduction: https://youtu.be/u6jgWxkbR7A

Pre-activity (Mandatory):
Instructions: After watching this video fill out this three-question worksheet to
display your knowledge

1. What does democracy mean?

________________________________________________________________________
________________________________________________________________________

2. Where was the birthplace of democracy?

________________________________________________________________________

3. What is the main goal of democracy?

_________________________________________________________________
After sitting in the classroom for a couple of minutes, you are now able to define what
democracy is and where it came from. Since you have successful complete the pre-activity, it is
time for you to travel back to 400 BCE to Ancient Athens, aka the birthplace of democracy.
Finally, after a VERY long and tiresome trip, you have arrived. Based on the new information
you have learned about democracy, the first stop you decide to make is to head down to the
Athenian government's central location. To move on to the next step, you must complete this
quest. This quest should take you roughly one class time to finish.

Step 1: Complete this Kahoot 5 question quiz (this is a way to test your knowledge on what
you already know about Ancient Athens and democracy). Once you have completed the Kahoot,
move on to the next task.

Link to Kahoot quiz: https://play.kahoot.it/v2/?quizId=653e1fc8-f8f3-427b-bef9-efd3adeefa54

Step 2: Watch this 5-minute video providing an overview of what democracy looked like in
Athens
What did democracy really mean in Athens: https://youtu.be/0fivQUlC7-8

The structure of government in Ancient Athens consisted of:

1. The Assembly
2. The Council of 500
3. The Court

What is the procedure for making government decisions in Ancient Athens?

 Citizens vote to make decision
 Debate and discussion took place before voting and were an important part of the
procedure
 All citizens had the right to speak
 Non-citizens, such as metics and women, could influence citizens and how they voted.
 All other members could try to persuade citizens to take their point of view into account
Check out these links:
Ancient Greek Government:
THINK: https://www.ancient.eu/Greek_Government/
If democracy means “the
Step power
3: Spend around
of the 20-30 minutes going through
people,” this website
Athenian and playing interactive
Democracy:
digital games about Ancient
how democratic was the Athens: https://www.ancient.eu/Athenian_Democracy/
Ancient Athens THINK:
Ancient Greek
government?Games: Free Interactive Online Games for Kids Can you think about
The Government of Ancient Athens:
https://greece.mrdonn.org/games.html any problems with
https://edtechbooks.org/democracy/athens
Athenian
democracy?
Activity (Mandatory)
Part 1: Instructions: Construct a diagram or mind map to demonstrate how the government
in Ancient Athens is organized. Use the links provided to assist you as well as it is encouraged
that you conduct some research on your own.

Remember: Mind Organization tip: Place the

maps summarize main topic in the middle, create
important information. branches to represent sub-topics
and work your way outwards

Here are some blank templates you may use, or you can generate your own:

Links to mind map creator free templates:

Mindomo: https://www.mindomo.com/c/mind-map-online
Mirco: https://miro.com/aq/ps/mind-map-software
Creately: https://creately.com/diagram-community/popular/t/mind-map
THINK:
How fair and equitable
was democracy in
Part 2: Instructions: ancient Athens?
Write a one- paragraph reflection on how Ancient Athens follows a democracy-based structure.
Use the additional links offered above to support your claim. Ensure you have at least one
source. If you would rather choose a different modality to display your knowledge, that is fine.
BONUS Quest 1 (10 XP Points):
A reporter comes up to you and asks what your ideal government structure consists of. He claims
that this research is for a University level course. If you wish to help him, complete the task
below and gain an extra 10 XP points.

Athenian democracy is made up of three main pillars. They include the Assembly, The Council
of 500 and The Court.
1. The Assembly took place roughly around 40 times a year. Male citizens attended and
voiced their opinions regarding different issues and areas of concern, such as taxes,
treaties, exile, etc. Members would then vote on the issue.
2. The Council of 500 was the full-time government. If you were a male citizen above the
age of 30, you would partake in the council and make decisions. Council positions are
chosen by a lottery.
3. The Court is where people go have their trials. People argued their own cases, expect
women needed a male citizen to speak for her. The jury is a group of 501 to 1500 men
who are 30 years of age or older. They are chosen by a lottery system.

What is the lottery system?

The lottery system is a system

where names are randomly
drawn from a large number of
choices. This was how many
important decisions were
made.

Take some time to explore these links for more information regarding the three pillars of
Athenian Democracy:

How Athenian Democracy Functioned: http://www.ancientathens.org/government/how-athenian-

democracy-functioned

Ancient Greece: https://ssancientgreece.weebly.com/the-assembly-council-500-and-court.html

Ancient Athens: https://sites.google.com/a/fmpsd.ab.ca/ancient-athens/home

Activity (BONUS: 10 XP Points):
Part 1: Instructions: After exploring the three different pillars that make up Ancient Athens
democracy, I want you to design and create your own three pillars to symbolize your ideal
government structure.

You can use the template I provided below or choose to display your pillars in any format you’d
like.

Part 2: Instructions: provide a rationale for each of the pillars you chose (2-3 sentences).
You can create a podcast verbalizing your rationale or complete a written portion. It is up to you.

Rationale Portion: Name:

Pillar Number 1:
Pillar Number 2:

Pillar Number 3:

BONUS Quest 2 (10 XP Points):

On your journey through Ancient Athens, you decide to make a pit stop. At the pit stop, you get
approached by a map designing company. They ask if you could help them construct a map
outline of the central government places to visit in Athens. The worker gives you three areas that
you need to incorporate into your map and provide a brief description of why these places are of
historical value to Ancient Athens. As a reward for completing this task, you will receive an
extra 10 XP points.

Links to check out for further information:

The Pnyx: https://www.athenskey.com/pnyx---podium-of-democracy.html
Agora: https://www.ancient.eu/agora/
Athens- The Old and the New Bouleuteria:
http://www.fhw.gr/projects/bouleuterion/en/katopsis/athens.html

The three places to include are:

1. Pnyx Hill: A large open space at the top of a hill where The Assembly would meet.
2. The Agora: An open area in the middle of the city where business occurs.
3. The Boultereion: A place where the government met in Athens.

Part 1: Instructions: Geographically place Pnyx Hill, the Agora, and the Boulterion on the
map template below. You can use this map template to assist you in designing your map or
create your own.

Part 2: Instructions: Write a 2-3 sentence description for each of the three places. The
description may include the significance of the place, what occurs at the location, who is
welcomed, etc.

1. Pnyx Hill
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. The Agora
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. The Bouleterion
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

The Agora
Pnyx Hill

Quest 2: Citizens of Athens (Mandatory: 10 XP Points)

Now that you know what democracy is and the Athenian government's structure, it is now time
The Bouleterion
to move on to the next portion of your journey. This section will immerse you in the different
citizenship roles, class structure and identity amongst males, females, metics and slaves. Buckle
up and enjoy this next section. To move on to the next step, you must complete this quest. This
quest should take you around one class time.

Below are two images that depict the role of citizens in Ancient Athens. As you can see, slaves
are at the bottom of the hierarchy, then metics, then citizens are at the top. Male citizens are the
most dominant and influential people in government. Female metics, female slaves and children
have limited to no rights as they are unable to vote and partake in government decisions.
Key Terms:
Citizens: men who were born in Athens and had an Athenian-born mother and an Athenian-born
father. Only men can be citizens. They were expected to serve in government positions, vote,
perform military services, own property and send their sons to school.

Metics: foreigners living in Athens. They were expected to perform military services, could send
their sons to school, but they could not own property without permission and could not vote or
hold government positions.

Slaves: can be men, women or children who are owned by others and could be bought and sold.
They were usually captured in wars. Their jobs were dependent on their education level, skills
and age. They could not vote, own land and make decisions.

Source: Grade 6 Social Studies Textbook. Chapter 3. What was democracy in Ancient Athens?
Retrieved from:
https://www.nelson.com/albertasocialstudies/productinfo/gr6_9/docs/abss6ch3.pdf
 What was the role of women in Ancient Athens?

Athenian Women Metics Slaves

 Couldn’t participate  Couldn’t participate  Couldn’t participate in

in government in government government
 Couldn’t vote  Couldn’t vote
 Could influence  Couldn’t vote  Had no influence
citizens
 Could influence
citizens

Watch this short video on the role of women and children: https://youtu.be/FWWzIIIFLQw

What was the role of men in Ancient Athens?

Citizens Metics Slaves

 Could participate in  Couldn’t participate  Couldn’t participate in

government in government decision making
 Could vote  Couldn’t vote
 Couldn’t vote  Had no influence

 Could influence
citizens
Watch this short video on the people in Ancient Athens: https://youtu.be/hEbG6_udksM

Additional links to explore:

Women in Ancient Athens: http://www.ancientathens.org/culture/women-athens

Role of Women in Ancient Greece: https://www.greekboston.com/culture/ancient-history/role-

of-women/

Greece Roles of Men, Women and Children: https://www.greekboston.com/culture/ancient-

history/role-of-women/

Ancient Greek Society: https://www.ancient.eu/article/483/ancient-greek-society/

Ancient Athens Class Structure: https://sites.google.com/site/athenianwomeninathens/faq

Activity (Mandatory: 10 XP Points):

Part 1: Instructions:
After exploring the links and watching the videos complete a Venn diagram or concept map
comparing and contrasting men and women's roles in Ancient Athens.

Here are two templates you can use or design your own.
Part 2: Instructions:
Complete a reflection on how the rights, roles and status of women have changed. Draw upon
connections to the role of women today. This can be done in written form (1-2 paragraphs),
PowerPoint (10 slides), Poster, Podcast, etc.

BONUS Quest 3 (10 XP Points):

You just woke up but realized this is not your bed, nor is it the place you’ve been staying in.
Some of you got captured during the war, while others were taken and placed into homes to
cook, clean, teach and much more. This was dependent on individual strengths and skillsets. In
this bonus task, it is your job to take a more in-depth look into the role of slaves in Ancient
Athens. By successfully doing so, you will be rewarded with 10 XP points.

THINK:
Why might an educated
slave by worth more than
a manual worker?
Explore the links below to help you complete the worksheet:

Greek Slavery: https://www.historyforkids.net/slavery-in-ancient-greece.html

Ancient Greece: Slaves and Slavery:

https://www.ducksters.com/history/ancient_greece/slaves.php

The Role of Slaves in Ancient Athens:

https://sites.google.com/site/ancientathenianslavesand/the-role-of-slaves-in-ancient-athens

Ancient Athens Role of Slaves Worksheet

(BONUS: 10 XP Points):
Name:

1. What does the term ‘slave’ mean?

______________________________________________________________________________

2. Can slaves participate in government decision-making? Yes or No?

3. Can slaves be women, men and children? Yes or No?

____________________________________________________________________________
 4. List 3 roles of slaves:

1. _____________________________________________________________________

2. _____________________________________________________________________

______________________________________________________________________________

3. _____________________________________________________________________

______________________________________________________________________________

5. Where did slaves mainly come from:

6. Name 1 way a person may become a slave

______________________________________________________________________________
Your time in Ancient Athens has come to an end. Throughout your journey, you have learned
about what democracy is, the structure of government, historical sites, the role of men, women,
metics and slaves. It is now time to move on to the next section. Please complete the exit
slip below. Once you have completed it, you will time travel forward to a new adventure and
location. Hold on tight; the fun is just about to begin.

Write down 3 things you learned during your time in Ancient Athens TICKET
EXIT
___________________
___________________
__________________
 CL
N
D

Quest 3: Iroquois Confederacy (Mandatory: 10 XP Points)

Essential Questions:
1. Who are the Iroquois?
2. What is the Iroquois
Confederacy?

You just woke up. The year is I142, and you are located near Lake Ontario. It is your task to
learn about the history and government of the Iroquois Confederacy. To proceed to the next
activity, fill out the KWL chart below. Just fill out the K and W portion. Will we revisit it once
your journey comes to an end. To move on to the next step, you must complete this quest. This
quest should take you roughly around one class time.
Instructions: Watch this introduction video on
who the Iroquois are (watch only until 3.39) then
answer the three questions listed below.

Who are the Iroquois:

https://www.cornell.edu/video/first-peoples-first-crops-2-who-are-the-iroquois

Activity: Part 1 (Mandatory):

Introduction to Iroquois Confederacy Worksheet Name:

1. What was another name for Iroquois? What does that name mean?

2. How many nations are there in the confederacy?

______________________________________________________________________________

3. Where did the Iroquois migrate from?

What is the Iroquois Confederacy?

The Iroquois Confederacy was a cultural and political union of
several Native American tribes residing in the present-day state
of New York.
Before the Confederacy took place, the nation’s fought many wars against one another. After
numerous wars, it is said that a leader came to the nations with a message of peace and unity.
The leader’s name was Dekanawidah. Also known as the Peacemaker. With the help of
Dekanawidah, the nations accepted the Great Law of Place. The Great Law of Peace established
a government, which is known as the Iroquois Confederacy. This allowed the nations to work
together and respect each other.

Take some time to explore these links on the Great Law of Peace and Dekanawidah:

The Great Peacemakers: https://www.thegreatpeacemakers.com/iroquois-great-law-of-

peace.html

What is the Great Law of Peace? http://withoutcanada.com/greatlaw/

The Constitution of the Iroquois Nations: The Great Binding Law, Gayanashagowa:
http://web.pdx.edu/~caskeym/iroquois_web/html/greatlaw.html
Activity: Part 2: (Mandatory: 10 XP Points):
Instructions: Choose to either research more information on the Great Law of Peace or the
Peacemaker Dekanawidah and create an infographic, poster, video or podcast on their role in
shaping the Iroquois Confederacy.

Links to create an infographic (you can use any link you’d like):
 https://venngage.com/templates
 https://www.googleadservices.com
 https://www.canva.com

BONUS Quest 4 (10 XP Points):

You decided to go on a walk after taking some time to learn about the Iroquois Confederacy. On
your walk you see a sign that says, “HELP NEEDED! MEET AT THE MOHAWK
SETTLEMENT ASAP TO PARTAKE IN ASSESMBLING LONGHOUSES.” If you decided to
partake in building longhouses complete the task below and receive an extra 10 XP points as a
thank you.

As you know, another name for the Iroquois was Haudenosaunee, which meant “People of the
Longhouses.”

What are longhouses:

Longhouses were permanent homes built from wood and bark. They get their name because they
were made in the shape of a long rectangle. They are usually around 80 feet long and 18 feet
wide. They had holes in the roof to allow for the smoke from fires to escape and a door at each
end.

How to build a longhouse: THINK:

1. Use tall poles from trees to frame the sides What was the role of
2. At the top, use curved bars to build the roof the longhouse in the
3. The roof and sides are covered with overlapping pieces of bark Iroquois Confederacy?

Native Americans: Teepee, Longhouse and Pueblo Homes:

https://www.ducksters.com/history/native_american_teepee_longhouse_pueblo.php)

Importance of longhouses:
 The Iroquois lived in settlements made up of several longhouses. The longhouse was an
important place in the government of the Iroquois. It was where men and women met in separate
groups to discussed issues and events. People were expected to attend these discussions because
the consensus of the group was crucial.

Grade 6 Social Studies Textbook. Chapter 4. What was the Iroquois Confederacy? Retrieved
from: https://drive.google.com/file/d/0B2_Rd55Csv84NTAwNFpHRXR3eEU/view

Take a few minutes and go through these additional links

and videos to learn more about longhouses.

30 Second animated video of a Longhouse:

https://youtu.be/4dIqcNtygIM

Longhouse:
https://www.thecanadianencyclopedia.ca/en/article/longhous
Activity (Bonus): Longhouse Worksheet:
e# Name:

Iroquois Longhouse: http://indians.org/articles/iroquois-

longhouse.html
What is a Longhouse? Describe the shape of the Longhouse

What are some special

Who makes the features of a Longhouse?
Longhouses?
Quest 4: Men and Women in the Iroquois Confederacy (Mandatory: 10 XP
Points)

Essential Question:
1. What are the roles of
men and women in
Iroquois society?

Now that you know what the Iroquois Confederacy is and how it came to be, the next step in
your journey is becoming aware of the gender differences in the Iroquois Confederacy and
decision-making.

You were approached by a researcher who is investigating the different roles men and women
have. Your job is to help the reporter collect data by asking questions, conducting research and
analyzing those results. To move on to the next step, you must complete this quest. This quest
should take you roughly around one class time.

Within the Iroquois society, both men and women have important positions in the Confederacy.
Recall back to Ancient Athens's gender roles; it is clear that women in the Iroquois Confederacy
have more rights when it comes to having a voice in government decisions.

Key Terms:

Clan Mothers: are the oldest and most respected women in their clans. They are
responsible for their clan’s welfare and for maintaining peace within the clans.

Hoyaneh: are male leaders of each nation. Hoyaneh means “Caretakers of

the Peace.

Women’s Councils: developed positions on important issues. Women

who were not Clan Mothers took part in councils. Through consensus,
they advised the Clan Mothers.
 Men’s Councils: included all men in a clan. They met and came to
consensuses on issues. They, like the women of clans, advised the Clan
Mothers.

Consensus: all people affected by a decision have an equal voice.

Women’s Roles:
 The women were broken down into two groups; Clan Mothers and Women.
 Women had two ways of participating in government; as Clan Mothers and in Women’s
Council.
 Clan Mothers chose and advised the Hoyaneh and had a strong indirect influence on
decisions.
 Used consensus

Men’s Roles:
 The men were broken down into two groups; Hoyaneh and Men.
 Men had two ways to make their voices heard; as Hoyaneh and through Men’s Council.
 Hoyaneh made decisions of their nation and represented their nations and clans in the
decision making on the Grand Council
 Hoyaneh were chosen from among the men
 Used consensus THINK:

How did these

different roles support
Iroquois society and
Activity (Mandatory: 10 XP Points): government?
Part 1: Instructions:
Complete the chart below—list 4 points for each category. Please go through the links and pull
out key points and write them in the correct box.
Explore:
The Iroquois: https://theiroquoisstory.weebly.com/iroquois-social-roles.html
Iroquois Women: http://web.pdx.edu/~caskeym/iroquois_web/html/iroquoiswoman.htm
Men’s Role: https://sites.google.com/site/grade6iroquoisconfederacy/men-s-role
Iroquois Confederacy: https://mrgrantclass.weebly.com/iroquois-confederacy.html

Clan Mothers: Women:

1. 1.
2. 2.
3. 3.
4. 4.

Hoyaneh: Men:

1. 1.
2. 2.
3. 3.
4. 4.

Part 2: Instructions:
Write or create a video reflection (1-2 paragraphs/ 2-3 minutes) on the gender roles in the
Iroquois Confederacy and decision-making and relate it to Canada's government and the
positions men and women have in the present-day society. Include a minimum of one source to
further explain your points.

BONUS Quest 5 (10 XP Points):

The researcher that approached you early asked if you wanted to help create a Venn Diagram
outlining the differences and similarities between the gender roles in Ancient Athens and
Iroquois Confederacy. You can either look at women’s roles or men’s roles. The decision is up to
you to. The researcher offers you an extra 10 XP points for your service if you wish to do so.
An example may look like:

Women in Ancient Athens

Women in the Iroquois Confederacy

Similarities

Quest 5: Six Nations and Decision-Making (Mandatory: 10 XP Points)

Essential Questions:
1. What were the ideas behind
the government of the
Iroquois Confederacy?
2. What are the Six Nations?
3. What is the Grand Council?
Now that you understand the different roles men and women play in decision-making, the next
stop on your journey is to visits each of the Six Nations and explore more about them. In doing
so, you will also gain information regarding the grand council and the overall structure of the
Iroquois Confederacy. To move on to the next step, you must complete this quest. This quest
should take you around one class times.

REMEMBER TO HAVE FUN!

There are six tribes that make up the Iroquois Confederacy:

1. Mohawk
2. Oneida
3. Onondaga
4. Cayuga
5. Seneca
6. Tuscarora (joined in the 1700’s)

Read through the information below to learn more about each nation.

Mohawk “People of the Great Flint”

 The Mohawks originally came from New York State
 They were one of the original members of the Iroquois Confederation
 Mohawk men were in charge on hunting, trading and war
 Mohawk women were in charge of farming, property and family
 Only men represented the Mohawks at the Iroquois Grand Council, but only women
voted to determine who the Mohawk representatives would be
 Lived in villages of longhouses

Six Nations of the Iroquois Confederacy: http://www.bigorrin.org/mohawk_kids.htm

Oneida “People of the Standing Stone”
 The Oneida originally came from New York State, but many were forced to move to
Wisconsin and Ontario
 They were one of the original members of the Iroquois Confederation
 Oneida is an endangered language as most children are not learning it anymore and only
tribal elders speak Oneida
 Lived in villages of longhouses

Six Nations of the Iroquois Confederacy: http://www.bigorrin.org/oneida_kids.htm

Onondaga “People of the Hills”

 The Oneida originally came from New York State, but many other fled to Ontario
 They were one of the original members of the Iroquois Confederation
 Both men and women took part in storytelling, art, music and traditional medicine
 Lived in villages of longhouses
 Men wore traditional Iroquois headdresses, which are featured caps with a different
insignia for each tribe (one eagle feather standing straight and one trailing behind)

Six Nations of the Iroquois Confederacy: http://www.bigorrin.org/onondaga_kids.htm

Cayuga “People of the Great Swamp”
 The Caygua originally came from New York State, but many were forced to migrate to
Wisconsin, Oklahoma and Ontario
 They were one of the original members of the Iroquois Confederation
 Men wore traditional Iroquois headdresses, which are featured caps with a different
insignia for each tribe (one eagle feather trailing behind)
 Lived in villages of longhouses

Six Nations of the Iroquois Confederacy: http://www.bigorrin.org/cayuga_kids.htm

Seneca “People of the Great Hill”

 The Senecas originally came from New York State, but many were forced to migrate to
Oklahoma and Canada
 They were one of the original members of the Iroquois Confederation
 Men wore traditional Iroquois headdresses, which are featured caps with a different
insignia for each tribe (one eagle feather standing straight)
 Lived in villages of longhouses

Six Nations of the Iroquois Confederacy: http://www.bigorrin.org/seneca_kids.htm

Tuscarora “Hemp Gatherers”

 Tuscarora originally came from North Carolina

 They are known for using hemp for fibre and medicine
 Many were killed or enslaved by the British during the war

Tuscarora (tribe): https://www.newworldencyclopedia.org/entry/Tuscarora_(tribe)

Activity (Mandatory: 10 XP Points):

Part 1: Instructions:
After exploring the Six Nations, pick one nation you’d wish to explore more. Create a poster,
PowerPoint, news article or brochure on the key information that you found. The goal of this
activity is to expand your researching skills as well as promote proper digital citizenship skills.

Some key questions to think about when researching:

1. What were the male and female roles in the tribe?
2. What did the children do in the tribe?
3. What language did they speak? Do people still speak it today?
4. What clothing did they wear?
 5. How did they make decisions?

This is a two-part quest. Since you have finished the first section of it, it is now time to move on
to the second part. This adventure focuses directly on the Grand Council and how decisions are
made in the Iroquois Confederacy. It is your job to attend one of the Council meetings as a guest
with the nation of your choice. While you are there, pay close attention to the different tribes'
roles, who are in charge and their government's overall structure. Good luck!

What is the Grand Council?

The Grand Council meets to discuss issues that affected the whole Iroquois Confederacy, such
as peace treaties, trade agreements and decisions to go to war. The Council is made up of the
Hoyaneh from each nation (50 chiefs total). To make a decision, the Grand Council discusses
issues in a set order. The findings have to be unanimous. Therefore, the Grand Council always
worked towards a consensus.

How many Hoyaneh each nation had: THINK:

 Mohawk Nation - 9 chiefs What are some
 Oneida & Tuscarora Nations - 9 chiefs advantages of
 Onondaga Nation - 14 chiefs
 Cayuga Nation - 10 chiefs
using a
 Seneca Nation - 8 chiefs consensus to
make decisions?

“The Grand Council met when a member nation called for a meeting. The role of the Hoyaneh at
Grand Council meetings was to represent the people of their clan and nation. The Clan Mothers
advised the Hoyaneh and attended Grand Council meetings to make sure their Hoyaneh fulfilled
their role as representatives.”

Grade 6 Social Studies Textbook. Chapter 4. What was the Iroquois Confederacy? Retrieved
from: https://drive.google.com/file/d/0B2_Rd55Csv84NTAwNFpHRXR3eEU/view
Additional Links:
Confederacy Structure: https://www.haudenosauneeconfederacy.com/government/

How Were Decisions Made in the Iroquois Confederacy?

https://sites.google.com/site/mrsmunrossocialstudies/home/chapter-4--the-iroquois-
confederacy/how-were-decisions-made-in-the-iroquois-confederacy
The image below depicts how the Grand Council makes a decision

Image retrieved from: https://sites.google.com/site/grade6iroquoisconfederacy/the-grand-council

Activity (Mandatory):
Part 2: Instructions:
Part 2: Instructions:

Grand Council & Decision-Making Worksheet: Name:

1. In your own words define what the Grand Council is

2. List the Six Nations that are a part of the Grand Council
1.
2.
3.
4.
5.
 6.

3. What role do Clan Mothers play in decision making?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What role do the Hoyaneh play in decision making?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. How many Hoyaneh (chiefs) make up the Cayuga tribe?

6. In your own words, define what a consensus is and provide an example

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. List 3 advantages of coming to a consensus

1.
2.
3.

8. Describe how the Grand Council is chosen

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

BONUS Quest 6 (10 XP Points):

After being an attended guest at The Grand Council, you were approached by a group of citizens
asking you to join them for a Wampum Belt making workshop. Here you will learn about what
Wampum Belts are and then design your own. If you decide to go, you will earn an extra 10 XP
Points.

Wampum beads are made from shells and woven into patterned strings or belts that record
important events, ideas, contracts, pledges or treaties amongst nations. When Europeans arrived
in North America, the Iroquois negotiated and conducted agreements with the newcomers and
presented them with records of the wampum agreements.

Two Row Wampum Belt:

The Iroquois proposed a peace treaty with the European people based on three values:
 1. Friendship
2. Peace
3. Mutual respect

Each of the white lines in the Two Row Wampum Belt represents one of these three values

Hiawatha Wampum Belt:

This wampum belt records the structure and principles of the Iroquois Confederacy. Each of the
belt figures represents one of the five founding nations, in their geographic order. The Tuscarora
are not represented because they joined the Iroquois Confederacy after the confederacy was
founded. The white line that joins the symbols represents peace.

Information retrieved from: Wampum Belt:

https://sites.google.com/site/grade6iroquoisconfederacy/wampum-belt

Activity (BONUS:10 XP):

Instructions: You will create your own wampum belt using the grid template below
(optional: you can generate your own wampum belt on a blank piece of paper as well). You have
the choice between designing a Two Row Wampum Belt or a Hiawatha Wampum Belt.
Now that your journey is finally coming to a close, the last thing you need to do before heading
home is complete the last part of the KWL chart. Joint down 4-5 things you learned while
exploring all the different aspects of the Iroquois Confederacy. Once that is done, hold on tight
while you travel back home. Safe Travels, and I hope you had a ton of fun visiting and
experiencing Ancient Athens and the Iroquois Confederacy!