Molloy College

Division of Education
Heading for Coursework
Student Julia Garvey
Course EDU 351
Grade 4
Topic: Iroquois Values: Then and Now

Professor K. Sheehan
Date 11/10/2015
Content Area Social Studies

Instructional Objective(s)
After an introduction to Iroquois values, students will form an opinion based on evidence about
whether the Iroquois values have changed or stayed the same throughout history. Students will
read and answer document based questions to form their opinions.
STANDARDS AND INDICATORS
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 opinions on whether the
Iroquois values have changed or remained the same.
National Social Studies Standards and Themes:
2. Development,Movement,andInteractionofCultures
Roleofdiversitywithinandamongcultures
Aspectsofculturesuchasbeliefsystems,religiousfaith,orpoliticalidealsas
influencesonotherpartsofaculture,suchasitsinstitutionsorliterature,music,andart
Culturaldiffusionandchangeovertimeasfacilitatingdifferentideasandbeliefs

Indicator: This will be evident when students work together and form an opinion based on
evidence to support whether the Iroquois values have changed or remained the same.

NCSS C3: Inquiry Arc

Dimension 3: Students will work toward conclusions about societal issues, trends, and events by
collecting evidence and evaluating its usefulness in developing causal explanations.
Indicator: This will be evident when students answer document-based questions and form an
opinion on whether the Iroquois values have changed or remained the same.
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 are able to create opinions on whether the
Iroquois values have changed or remained the same over the course of history.
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 are able to create opinions on whether the
Iroquois values have changed or remained the same over the course of history.
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.

Indicator: This will be evident when students are able to create opinions on whether the
Iroquois values have changed or remained the same over the course of history.

MOTIVATION
The teacher will ask students some of the values that they had shared the day before, and some
values they saw in the video for last nights homework. The teacher will begin to ask the students
if they have always felt this way. For example, if you value your family now, have you always
valued your family?
MATERIALS

Comparative documents
Powerpoint
Paper
Pens

Cooperative learning
Collaborative learning
Group discussion
Document-based questions

ADAPTATIONS
The English Language Learner will be provided with the definition of higher level words
in order to better understand the documents.

STRATEGIES

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
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by the stand and deliver activity.
Linguistic learners will be engaged in the writing activity.
Tiered Differentiation

Tier One Learners will participate in reading and answering two document based
questions with a partner in order to form opinions on Iroquois values.
Tier Two Learners will participate in reading and answering four document based
questions and independently form an opinion on Iroquois values.
Tier Three Learners will participate in reading and answering four document
based questions and independently form an opinion or Iroquois values. Tier three

learners will then be asked to explain reasons why or why not values have
changed, based on the opinion formed.
DEVELOPMENTAL PROCEDURES
i. The teacher will review the video clip assigned for homework the night before this
lesson. Students will share values of their own as well as values of the Iroquois that they
have learned through the assigned video.
ii. The students will read two-four documents and answer document based questions, which
will help to form an opinion on whether students believe that Iroquois values have stayed
the same or has changed over time. After reading these documents, do you see differences
between the values of the Iroquois back then, and in todays society?
iii. The activity will be repeated more than once, to hear paragraphs about the the differences
in Iroquois values then and now.
iv. Students will use the information in class to form valid opinions on whether the Iroquois
values have changed or remained the same. What opinions have you formed? Where did
you find the most influential information?

ASSESSMENT
The teacher will circulate and observe the students working on the document readings and
questions, making sure that the students are understanding the process.
The teacher will listen and review each students arguments on whether the Iroquois
values have changed or stay the same.
Students will do an exit slip explaining one thing that they learned from the lesson and
state their overall opinion.

INDEPENDENT PRACTICE
Students will receive a song which they will be asked to review that night. The students will be
asked to underline lines of the song that relate to staying true to values and beliefs. The students
will be asked to be prepared to discuss how this song relates to the documents that were provided
and whether the Iroquois have demonstrated these lyrics.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher will discuss the differences between the documents provided, to form an opinion
of the differences or similarities between the Iroquois values.
Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about which the Iroquois values in todays society.

REFERENCES
Brain Pop: Iroquois Confederacy
https://www.brainpop.com/socialstudies/culture/iroquoisconfederacy/
Iroquois Confederacy
http://www.britannica.com/topic/Iroquois-Confederacy
European Leadership
http://www.ushistory.org/gov/2a.asp