UNIT PLAN TEMPLATE

6
Title of Unit Iroquois Grade Level

Consensus, democracy, confederation in

Curriculum Area(s) Time Frame 6 weeks (Feb 25-April 20)
Iroquois culture

Developed by Kari Dignum

IDENTIFY DESIRED RESULTS

Programs of Study Foundations

What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

The emphasis of the number unit in the program of studies is to develop an understanding of consensus and confederation in regard to
Iroquois peoples. Therefore, the emphasis of this unit will be for students to understand the relationship between Iroquois identity, roles in
society, and government structure.

Essential Question
What is the big, overarching question guiding your unit plan?

How did the Iroquois confederation come together and what government system do they still follow today?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?
Adapted from Wiggins, Grant & J. McTighe (1998)
General Outcomes:
● 6.2: Students will demonstrate an understanding and appreciation of the democratic principles exemplified by … the Iroquois
Confederacy.

● 6.2.1 appreciate the relationship between the values of a society and the model of government adopted within a society (PADM)

● 6.2.2 value the role of participation by citizens in diverse democratic societies (C, PADM)

Specific Outcome 6.2.4: analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following
questions and issues:
● How was the Iroquois Confederacy structured? (PADM)

● What was the role and status of women within the Iroquois Confederacy? (I, PADM)

● What are the advantages and disadvantages of consensus as a decision-making model for government? (PADM)

● How did the Six Nations use the consensus-building process? (PADM)

● How did the Wampum Belt address collective identity? (I, PADM)

● How did the social structure of the Iroquois Confederacy impact its political structure? (CC, PADM)

● To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness?

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

● Textbook for social studies 6

● Online resources such as teacher handouts, YouTube videos, project ideas (ex. Who We Are - Haudenosaunee Confederacy and
Haudenosaunee (Iroquois) | The Canadian Encyclopedia)
● Computers will be used by students when working on their group project

Adapted from Wiggins, Grant & J. McTighe (1998)

 UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

A final chapter test will be given to students based on the content covered
What is the summative performance assessment for the unit?
throughout the unit.

The goal of the assessment is to see if students understand the role of

What is the goal of your summative performance assessment as
consensus, clan systems, and relationships in Iroquois society. Additionally,
framed within the outcomes and competencies? What do you
students will be able to display their knowledge about wampum belts, and
hope to learn?
other parts of Indigenous culture relevant to the unit.

Based on the final test I will consider which parts of the unit would require
How will this assessment inform student learning and your
further instruction in future lessons. It will also help me to see which
practice?
students excelled and struggled, and how I can adapt to help them.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:

What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this What are the primary activities in this learning has occurred in each
Lesson #
lesson in your own words? lesson? lesson? How will you employ
formative assessment?

Adapted from Wiggins, Grant & J. McTighe (1998)

1. ● Students will be introduced to the
society which existed for Iroquois
Feb 25 peoples.
Intro ● Students will research further
about one of the topics from class
and create a drawing in their
journal to pair with it.
2. ● Students will learn the origin
March 1 story which brought the
confederacy together and stopped
Confederation
the wars
● Students will understand the
constitutions intentions as
written by the Haudenosuanee
people wrote them
3. ● Students will learn about the
consensus structure of the
March 3 Iroquois government
Consensus
● Google slides presentation by Teacher D ● The exit slip will be the
to introduce the unit. Paired with a fill in journal entry. Teacher D will
the black sheet. make a comment on their
entries to see what info stood
● Worksheet matched with the textbook
out to them.
chapter (p. 78-80)
● Journal entry on a reflective question
● How The Iroquois Banded Together To ● Students will write an entry in
Resist The French Empire | Nations At their journals on the story of
War | Timeline - YouTube foundation and draw a photo
to pair with it
● Students will watch the video:
Haudenosaunee’s Legendary Founding |
Native America | Sacred Stories | PBS -
YouTube on how the groups came
together
● Textbook pages 86-88 and paired
worksheet with questions
● Internet History Sourcebooks
(fordham.edu) and Iroquois Constitution
(indigenouspeople.net) will be used to
teach students information
● Textbook pages 89-92 and paired ● Students will hand in their
worksheet questions on the topic of proposed idea and journal
consensus in the confederacy
Adapted from Wiggins, Grant & J. McTighe (1998)
 ● Students will consider how one
would propose an idea and gain
consensus
● Students will practice voting for
consensus in a final classwide
activity
● Discussion about what is the best way to entry to Teacher D for
make a decision (pg. 94-95 of text) completion marks
○ Students will create a proposal
and present it to the class (next
class or at the end if time allows)
○ In order to pass they must get
complete consensus. The goal is
to achieve consensus.

● Students will write a journal entry on the

activity and how they feel about
consensus based voting

4. ● Students will consider the
democracy present in Iroquois
March 7 government as they mark various
aspects in a report card format
Democracy
and consensus ● Students will understand the
simulation
strengths and areas for
improvement regarding the
government model
● Critical challenge: how democratic was ● Students will submit their
the Iroquois confederacy? final report card on the
government at the end of class
● Critical Challenge: How Democratic Were
for completion marks
Ancient Athens and the Iroquois
Confederacy? (learnalberta.ca)
● Support Material: Writing a Report Card
(learnalberta.ca)

5. ● Students will gain an
understanding of the Iroquois
March 9 Grand Council which historically
existed and how it was run
Intro to Grand
Council ● Students will learn about the role
Simulation
of each nation, the chiefs, and the
spokesperson at the Grand
Council
● Who We Are - Haudenosaunee
Confederacy
● Haudenosaunee (Iroquois) | The
Canadian Encyclopedia
● What is the Iroquois Confederacy? 04
AB6 Ch 4.11 (nelson.com)
● Home - Haudenosaunee Confederacy
● Students will submit their exit
slip on which role they will
take in the grand council
● Students will look over rubric
as a group to answer their exit
slip

Adapted from Wiggins, Grant & J. McTighe (1998)

 ● Students will research extra facts
about their Iroquois Nations to
share in their scripts
● Students will practice working in
groups as they plan together on
behalf of the nation they were
selected to
6. ● Students will connect between
their personal identity and the
March 15 cultural identity of the Iroquois
peoples
Simulation of
Grand Council ● Students will use their democratic
skills to determine the best
proposal for the simulation
problem
7. ● Students will practice using
critical thinking as they create a
March 17 mind map on the many facets of
the government system
Critical
Challenge ● Students will express their
knowledge in a creative metaphor
8. ● Students will work to complete
their work for the group
April 4 presentation coming up
Project intro
On Friday, students will take part in a Grand
Council Simulation and vote on proposals they
have created to solve a financial issue for the
Iroquois
● The order of events can be found in the
“Council Process” google doc
Students will vote on the proposal ideas ● Final scripts, participation in
presented by each nation during the meeting. council, and visual piece will
be marked based on the rubric
● Students will each present a 5-6 minute
previously given
script on their financial proposal idea for
the nation group they represent
● They will make three lines using a guide
and video to help them
● Online resource: Critical Challenge: ● Final metaphors will be
Lessons from the Past (learnalberta.ca) shared to the class in a peer
sharing activity
○ students create a mind map on
the government system
○ students create and define a
metaphor which best represents
the democracy present in the
confederacy
● Project instructions and ● Exit slip for the group will be:
planning/timeline sheet will be handed write down your chosen topic
out at the start of class and timeline of when things
● Work time will be given for the duration will be completed
of the block to do so
Adapted from Wiggins, Grant & J. McTighe (1998)
 ● Teacher D will circulate to answer any
questions students may have

9. ● Students will work to complete ● Work time will be given for the duration ● Exit slip: updating Teacher D
April 6 their work for the group of the block to do so what your plan for next class
presentation coming up ● Teacher D will circulate to answer any and who is in charge of
Project work questions students may have completing each aspect

10. ● Students will work to complete ● Work time will be given for the duration ● Exit slip: updating Teacher D
April 8 their work for the group of the block to do so what you will bring for the
presentation next class ● Teacher D will circulate to answer any presentation day
questions students may have

11. ● Students will be presenting their ● Students will take turns listening and ● presentations will be self
April 12 final group project on their taking part in the presentations/lessons evaluated and marked by
selected topic within the unit ● A self evaluation will be filled out Teacher D during the class
Final projects following such time

12. ● Students will work to review the ● A review package will be completed by ● Exit slip will be finishing the
April 14 information they learned students (individually or as a group) review package
Review class throughout the term as they ● A kahoot may also be given if students
prepare for the final test complete task

13. ● Students will be assessed on their ● Students will complete the final test for ● Marking will be summative
April 20 unit in a final test the duration of the period and based on the final unit
● Students will demonstrate their test
Final test knowledge and understanding of
Iroquios culture and the
importance consensus

Adapted from Wiggins, Grant & J. McTighe (1998)