Voices in Democracy Student Study GuideVoices in Democracy Student Study Guide Page 2 of 17 Grade...

Voices in Democracy Student Study Guide

of 17 Grade Six Social Studies

Teacher’s Guide for The Iroquois Confederacy

Unit Four Grade Six: The Iroquois Confederacy

Concepts:

Coming of the Peacemaker:

Vocabulary: Write these words and their definitions in the SSN.

Haudenosaunee, confederacy

Group Activity: Read ‘Coming of the Peacemaker’ together in class.

• Type of story – a legend Used to tell an important event from the past.

Student Activity: Complete questions 2 and 3 in the study guide. These tell about the Peacemaker. What was the Peacemaker’s job? He went from nation to nation seeking those who would take up this way of peace, offering with it a way of reason and power.

What Was Iroquois Society Like? Vocabulary: Write these words and their definitions in the SSN. Clan Group Activity: Read through pages 78 – 80. Discuss the Thinking it Through questions on page 80. This is question 7 in the study guide. Student Activity: Complete questions 4 – 7 in the study guide.

The Longhouse Use page 78 to help you.

• The longhouse was the centre of Iroquois society.

• The longhouse was led by a clan mother and everyone who lived there were descendants of the same clan mother.

• Clans were identified by animals. Animal clans were related to each other.

• If the family grew larger, they would extend the longhouse by building on to the end.

• An Iroquois village had between 4 and 50 longhouses. Role of Women –Use pages 79 - 80

• Women had a position of respect.

• They had a matrilineal society. When a woman got married, her husband would come to live in her family’s longhouse.

• The women were the farmer. They grew corn, beans and squash, which were known as the three Sisters.

• The title of clan mother was passed on to a woman’s female relative.

• The clan mother owned the chieftainship title.

• The Clan Mother selected the chief for her own clan. Role of Men

• Men served as the chiefs on the Grand Council.

• They organized cooperative hunting and fishing parties to provide meat for the community.

• They cut down trees to make longhouses and canoes. They organized team sports to play lacrosse.

• Men fought in wars. Women often decided whether or not the war should be declared.



Qualities of a Chief

• Honesty and kind-heartedness

• Ability to think clearly

• Knowledge of traditional ceremonies

• Loyalty to family

• Upheld the Great Law

• Able to represent people fairly

• Able to withstand criticism What do you think the Haudenosaunee valued?

Student Activity: Draw a longhouse in the SSN. What Was Wampum Used For?

Vocabulary: Write these words and their definitions in the SSN. collective identity, symbols

Group Activity: Read through pages 81 – 82. Discuss why the Great Law of Peace was so important to the Haudenosaunee. Talk about how we remember important things. Explain about memorandums, or treaties. We use writing. The Haudenosaunee used a complex system of beads on strings to remember important things. Student Activity: Complete questions 8 – 11 in the study guide.

The Great Law of Peace -Use page 81 and 82 to help you.

• The Great Law of Peace is the constitution or set of rules of the Iroquois.

• It describes the principles of good living and tells how the Confederacy should be

organized and run.

The Hiawatha Wampum – Use page 82 to help you.

• Draw the Hiawatha wampum belt.

• Label what each of the images represent from left to right. The lines joining the five images show the connection of the five nations to one another. The two lines extending out from the squares at the two ends of the belt are the Path of Peace. The white colour symbolizes no evil or jealous thought should creep into the minds of the chiefs while in Council under the Great Peace. White is the emblem of peace, love, charity and equity. It surrounds and guards the Five Nations. How are the ideas of fairness and equality expressed on the Hiawatha Wampum belt? It represents peace, co-operation and equity.

Wampum – Use page 81 to help you.

• Wampum is strings or belts made up of white and purple beads. Each string or belt held a different message.

• Wampum belts were used to remember the Great Law of Peace.

• A wampum keeper was responsible for caring for the wampum and reading it. Wampum keepers were chosen by the clans and trained from when they were very young to remember the information on the belt. Wampum keepers had to remember the message in a dramatic and poetic way.

• Women made the wampum belts. Hiawatha – Use page 83 to help you. Who did Hiawatha travel with? The Peacemaker How did Hiawatha make the first wampum? He put shells on a string while he thought about his daughters. How did the Peacemaker help Hiawatha? He comforted him. He removed the obstruction in Hiawatha’s ears with a feather and wiped the tears that flowed from Hiawatha’s eyes with a deerskin.



Optional Student Activity: This video shows hot to make a wampum belt. https://video.search.yahoo.com/search/video?fr=chr-yo_gc&p=you+tube+wampum+belts#id=3&vid=78d70a7e058a2abffd33de90c7d4c0dd&action=click Student Activity: Draw a Wampum Belt in the SSN.

How Was the Confederacy Structured? Vocabulary: Write these words and their definitions in the SSN.

war chiefs, pine tree chiefs, generation Group Activity: Read pages 86 - 66. Discuss the importance of the two kinds of

chiefs. Why would it be good to have both? How did the Grand Council reflect the four pillars of democracy? The Seventh Generation. Do some math to figure when the seventh generation would be if we made a decision today. When would a decision have been made if we were the Seventh Generation? What would happen if we made decisions this way?

Student Activity: Complete questions 12 and 14 in the study guide. The Iroquois Confederacy

• There were six nations in the Iroquois Confederacy: 1. Mohawk 2. Cayuga 3. Oneida 4. Seneca 5. Onondaga 6. Tuscarora The leaders in Iroquois society were the chiefs. It was their duty to be teachers and spiritual guides. They needed to remind their people to live together forever in peace.

• The chiefs were treated with great respect. They were considered the same as everyone else in society. They were not better or above others.

• The chiefs looked after the welfare of their people and ran the affairs of the clan, the nation and the Confederacy. They upheld the rule of law.

• War Chiefs o sat on the Grand Council o Gathered warriors for fighting

• Pine Tree Chiefs– showed special abilities o Had an interest in public affairs o Selected to join the Grand Council by its chiefs

The Grand Council

• The Grand Council was made up of 50 chiefs. The Mohawk Nation had 9 chiefs. The Oneida Nation had 9 chiefs. The Onondaga Nation 14 chiefs. The Cayuga Nation had 10 chiefs. The Seneca Nation had 8 chiefs. The Tuscarora were represented by the chiefs of the Oneida Nation.

• A chief could be removed by a clan mother if: o He committed a serious crime. o He refused to attend the meetings of the Grand Council. o He would not listen to or represent the views of the people of his clan. o He disobeyed the Great Law. o He did not act with the welfare of the people in mind.

• Clan mothers made sure that all decisions made by the Grand Council agreed with the Great Law. They pointed out any mistakes they saw to the chiefs.

The Seventh Generation

• The Grand Council had to consider the seventh generation. They had to think about how the decision they made would affect the lives of their people for seven generations, or about 200 years.

Decision Making

• There was equality among the chiefs. They had the same level of authority.

https://video.search.yahoo.com/search/video?fr=chr-yo_gc&p=you+tube+wampum+belts#id=3&vid=78d70a7e058a2abffd33de90c7d4c0dd&action=click





• Authority was shared between men and women.

• The clan system made sure that no one nation would ever be able to take over the Confederacy. People belonged to a clan and a nation. Their loyalty was split between the two.

• Create symbols for each of the clans. The list is on page 78.

Enrichment: Student Activity : In a paragraph give your opinion about making decisions based on thinking about the Seventh Generation.

How Were Decisions Made in the Confederacy? Vocabulary: Write these words and their definitions in the SSN.

Clan system, consensus Group Activity: Read pages 89 – 92 together. Identify the democratic principles that

were built into decision making. Make a decision as a group by consensus. Have students evaluate what is involved in making decisions this way. What are the positive things? What are the negative things?

Student Activity: Complete questions 15 – 17 in the study guide. Bear Wolf Turtle Snipe Eel Heron Beaver Deer

Mohawk Person C Person G

Oneida Person A Person I

Onondaga Person K Person E

Cayuga Person B Person H

Seneca Person D

Tuscarora Person J Person F

• Person A is a member of the wolf clan and the Oneida Nation.

• Person B is a member of the turtle clan and the Cayuga Nation.

• Person C is a member of the heron clan and the Moihawk Nation.

• Person D is a member of the bear clan and the Seneca Nation.

• Person E is a member of the deer clan and the Onondaga Nation.

• Person F is a member of the snipe clan and the Tuscarora Nation.

• Person G is a member of the beaver clan and the Mohawk Nation.

• Person H is a member of the eel clan and the Cayuga Nation.

• Person I is a member of the snipe clan and the Oneida Nation.

• Person J is a member of the wolf clan and the Tuscarora Nation.

• Person K is a member of the bear clan and the Onondaga Nation.



Scenario The Mohawk Nation want to begin to trade with the Anishinabe by Lake Huron. However, the Heron clan who are Seneca feel that this is dangerous, as the Anishinabe have been fighting with the Seneca who are living close to them. The members of the Heron clan who are Mohawk have listened to their cousins and will not agree with their nation until the problem of the fighting has been dealt with. In this way the Heron clan have stuck together to help solve a problem.

How did having both clans and nations help the Iroquois Confederacy to make good decisions? Draw the Tree of Peace. The Tree of Peace has roots that spread in four directions. If any person or nation wishes to follow the Great Law of Peace, they are welcome to join the Iroquois under the tree. The eagle sits on the tree. It spots approaching danger and warns the Iroquois. Before planting the Peacemaker asked the nations to throw their articles of war into the pit.

Consensus and How the Grand Council worked

• In your Vocabulary section write the definition of Consensus.

• Consensus was used by the Grand Council. It required people to be open-minded. They had to listen to the opinions of others and think deeply about an issue. They might need to support what was the best for the whole group, even if it was not what they wanted.

• Write the definition of Common Good in your SSN. Use the glossary.

• Each nation had a role on the Grand Council. The Mohawk and Seneca were known as the Elder Brothers. The Onondaga were the fire keepers. They opened the Grand Council by thanking all the representatives of the other nations for attending. They announced the subject that would be discussed. The Oneida and Cayuga were known as the Younger Brothers.

• The Grand Council chose a speaker from among the Mohawk, Onondaga or Seneca nations. The speaker had this position for one day. The speaker could be chosen on the second day if the Grand Council agreed. Otherwise they chose a new speaker.

Look at the chart on page 91. Who began the process of discussing an issue? Mohawk and Seneca Which nations were next to discuss the issue? Oneida and Cayuga What happened if the four nations agreed on the issue? The Onondaga confirmed the decision. What happened if the four nations did not agree on the issue? The issue was set aside, or it was referred back to the Mohawk and Seneca. Look at the chart on page 92. Who was allowed to speak in a clan meeting? Everyone Who informed the clan chief of the decision of the clan? The clan mother Who told the Council of the Chiefs about the decision? The clan chief What happened after the Council of Chiefs came to consensus about the decision? The decision went to the Grand Council.

Enrichment Student Activity: Write three ways the Great Law of Peace was democratic.

Viewpoints Group Activity: Read pages 94 and 95 together. Student Activity: Explain how consensus works. When does consensus work the best?

The worst? Assessment:

Iroquois Brochure



Iroquois Brochure

Chapter Four Assessment

The Task

Create a brochure that will explain what The Iroquois Confederacy was like.

Questions to be Answered

Who?

What were the names of the different member groups of The Iroquois Confederacy?

Who lead the confederacy? What were these people’s jobs?

What?

What did The Iroquois Confederacy do? What was The Great Law of Peace? What

was a Wampum belt? What was the Grand Council?

Where?

Where did people who were members of The Iroquois Confederacy live?

When?

When did The Iroquois Confederacy join together?

Why?

Why was The Iroquois Confederacy made?

How?

How were decisions made by The Iroquois Confederacy?

Information Source

Please only use the textbook, Voices of Democracy, to find the necessary information.

Do not use the Internet or other books. This is because there is adequate information in the

textbook. The amount of time given for this project does not allow for more extensive

research.

Timeline

You will be given two weeks or six Social Studies classes to complete this project. You will

need to organize your time carefully. Tick off the tasks as you do them.

Read Chapter Four

Answer each of the questions in your SSN.

Choose the most important information for the brochure.

Decide how you will lay out your brochure.

Make a rough copy of your brochure.

Edit your brochure.



The Iroquois Confederacy Brochure

Name:

Presentation: 50%

Neatness: 30%

• Printing

• Layout/Spacing

• Used titles

Spelling & Punctuation 10%

Colour 10%

Content: 50%

Completeness – 40%

• 5 W’s answered

• Explanations clear

• Details given

Accuracy 10%

Total Mark

Comments:



Chapter Four The Iroquois Confederacy

1. Begin a vocabulary page. Write the definition for Haudenosaunee and confederacy on this

page.

2. Read the story: The Coming of the Peacemaker on page 77. Use the three boxes to draw a

cartoon that will tell this story.

3. What was the Peacemaker’s job?

4. Iroquois Nation

The Longhouse Use page 78 to help you.

• The longhouse was the of Iroquois society.

• The longhouse was led by a mother and everyone who lived

there were descendants of the same clan .

• Clans were by animals. Animal clans

were to each other.

• If the family grew , they would

the longhouse by building on to the end.

• An Iroquois had between and

longhouses.



5. Role of Women –Use pages 79 - 80

• Women had a of respect.

• They had a matrilineal society. When a woman got ,

her husband would come to live in

longhouse.

• The women were the . They grew ,

and ,

which were known as the Sisters.

• The of clan mother was passed on to a woman’s

relative.

• The clan mother the chieftainship title.

• . selected the chief for her own clan.

6. Role of Men

• Men served as the on the Grand Council.

• They cooperative hunting

and parties to provide meat for the community.

• They cut down to make

and .

• They organized team to play .

• Men fought in . Women often decided

whether or the war should be declared.

7. Qualities of a Chief

• and kind-heartedness

• Ability to think

• Knowledge of ceremonies

• to family

• Upheld the

• Able to r people fairly

• Able to withstand c

What do you think the Haudenosaunee valued?



8. The Great Law of Peace -Use page 81 and 82 to help you.

• The Great Law of Peace is the constitution or set of of the

Iroquois.

• It describes the principles of good and tells how the

Confederacy should be and run.

9. The Hiawatha Wampum – Use page 82 to help you.

• Draw the Hiawatha wampum belt.

• Label what each of the images represent from left to right.

The joining the five show the

connection of the five nations to one . The two

extending out from the at the two ends of the belt

are the of . The white

colour symbolizes no or jealous thought should creep into the

of the chiefs while in under the Great Peace. White is the

emblem of peace, , charity and . It

surrounds and guards the Five Nations.

How are the ideas of fairness and equality expressed on the Hiawatha Wampum belt?



10. Wampum – Use page 81 to help you.

• Wampum is or belts made up of and purple

beads. Each string or held a

message.

• Wampum belts were used to the Great Law of Peace.

• A wampum was responsible for caring for the

and reading it. Wampum keepers were by the clans and

from when they were very to remember the

information on the belt. Wampum keepers had to the message in a

and poetic way.

• made the wampum belts.

11. Hiawatha – Use page 83 to help you.

1. Who did Hiawatha travel with?

2. How did Hiawatha make the first wampum?

3. How did the Peacemaker help Hiawatha?

This Photo by Unknown Author

is licensed under CC BY-SA

https://en.wikipedia.org/wiki/Minnehaha_Park,_Minnesota

https://creativecommons.org/licenses/by-sa/3.0/



12. The Iroquois Confederacy

• There were six nations in the Iroquois Confederacy: 1.

2. 3. 4.

5. 6.

The leaders in Iroquois society were the . It was their duty to

be t and spiritual guides. They needed to

their people to live together forever in peace.

• The chiefs were treated with great . They were

considered the as everyone else in society. They

were not or above others.

• The chiefs looked after the of their people and ran the

of the clan, the

and the . They upheld the .

• W Chiefs

o sat on the Council

o Gathered for fighting

• P – showed special abilities

o Had an in public affairs

o to join the Grand Council by its chiefs

13. The Grand Council

• The Grand Council was made up of chiefs. The Mohawk Nation

had chiefs. The Oneida Nation had

chiefs. The Onondaga Nation had chiefs. The Cayuga

Nation had chiefs. The Seneca Nation had chiefs. The

Tuscarora were represented by the chiefs of the

Nation.

• A chief could be by a clan mother if:

o He committed a serious .

o He to attend the meetings of the Grand Council.

o He would not to or the views

of the people of his clan.

o He the Great Law.

o He did not act with the of the people in mind.



• Clan mothers made sure that all made by the Grand

Council agreed with the Law. They pointed out any

they saw to the chiefs.

14. The Seventh Generation

• The Grand Council had to consider the generation. They

had to think about how the decision they made would the lives of

their people for generations, or about 200

years.

15. Decision Making

• There was among the chiefs. They had the

same level of .

• was shared between men and women.

• The clan system made sure that no one would ever

be able to take over the . People belonged to a clan

and a nation. Their was split between the two.

• Create symbols for each of the clans. The list is on page 78.

• Person A is a member of the clan and the

Nation.

• Person B is a member of the clan and the

Nation.

Bear Wolf Turtle Snipe Eel Heron Beaver Deer

Mohawk Person C

Person G

Oneida Person A

Person I

Onondaga Person K

Person E

Cayuga Person B

Person H

Seneca Person D

Tuscarora Person J

Person F



• Person C is a member of the clan and the

Nation.

• Person D is a member of the clan and the

Nation.

• Person E is a member of the clan and the

Nation.

• Person F is a member of the clan and the

Nation.

• Person G is a member of the clan and the

Nation.

• Person H is a member of the clan and the

Nation.

• Person I is a member of the clan and the

Nation.

• Person J is a member of the clan and the

Nation.

• Person K is a member of the clan and the

Nation.

16. Scenario

The Mohawk Nation want to begin to trade with the Anishinabe by Lake Huron.

However, the Heron clan who are Seneca feel that this is dangerous, as the Anishinabe

have been fighting with the Seneca who are living close to them. The members of the

Heron clan who are Mohawk have listened to their cousins and will not agree with their

nation until the problem of the fighting has been dealt with. In this way the Heron clan

have stuck together to help solve a problem.

How did having both clans and nations help the Iroquois Confederacy to make good decisions?



• Draw the Tree of Peace.

The Tree of Peace has roots that spread in four directions. If

any person or nation wishes to follow the Great Law of

Peace, they are welcome to join the Iroquois under the tree.

The eagle sits on the tree. It spots approaching danger and

warns the Iroquois.

Before planting the Peacemaker asked the nations to throw

their articles of war into the pit.

17. Consensus and How the Grand Council worked

• In your Vocabulary section write the definition of Consensus.

• Consensus was used by the . It

required people to be . They had to listen

to the of others and think deeply about an .

They might need to to what was the best for the whole

, even if it was not what they wanted.

• Write the definition of Common Good in your SSN. Use the glossary.

• Each had a role on the Grand Council.

The Mohawk and Seneca were known as the Brothers.

The Onondaga were the keepers. They opened the Grand

Council by all the representatives of the other nations

for attending. They the subject that would be discussed.

The Oneida and Cayuga were known as the Brothers.

• The Grand Council chose a from among the Mohawk,

Onondaga or Seneca nations. The speaker had this position for

day.

The could be chosen on the second day if the

Grand Council agreed. Otherwise they chose a speaker.

• Look at the chart on page 91. Who began the process of discussing an issue?



Which nations were next to discuss the issue?

What happened if the four nations agreed on the issue?

What happened if the four nations did not agree on the issue?

• Look at the chart on page 92.

Who was allowed to speak in a clan meeting?

Who informed the clan chief of the decision of the clan?

Who told the Council of the Chiefs about the decision?

What happened after the Council of Chiefs came to consensus about the decision?

There will not be a test for this chapter. Instead, you need to make a brochure that explains

how the Iroquois Confederacy works.



Iroquois Brochure

Chapter Four Assessment

The Task

Create a brochure that will explain what The Iroquois Confederacy was like.

Questions to be Answered

Who?

What were the names of the different member groups of The Iroquois Confederacy?

Who lead the confederacy? What were these people’s jobs?

What?

What did The Iroquois Confederacy do? What was The Great Law of Peace? What

was a Wampum belt? What was the Grand Council?

Where?

Where did people who were members of The Iroquois Confederacy live?

When?

When did The Iroquois Confederacy join together?

Why?

Why was The Iroquois Confederacy made?

How?

How were decisions made by The Iroquois Confederacy?

Information Source

Please only use the textbook, Voices of Democracy, to find the necessary information.

Do not use the Internet or other books. This is because there is adequate information in the

textbook. The amount of time given for this project does not allow for more extensive

research.

Timeline

You will be given two weeks or six Social Studies classes to complete this project. You will

need to organize your time carefully. Tick off the tasks as you do them.

Read Chapter Four

Answer each of the questions in your SSN.

Choose the most important information for the brochure.

Decide how you will lay out your brochure.

Make a rough copy of your brochure.

Edit your brochure.

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