Molloy College

Division of Education
Heading for Coursework
Student Alexa Carvelli
Course EDU 351-01
Grade 4
Topic: Iroquois Values and Culture

Professor K. Sheehan
Date 11/12/2015
Content Area Social Studies

Instructional Objective(s)
After an introduction to the Iroquois Values and Culture, students will form an opinion based on
evidence about whether the Iroquois values still define their culture today. Students will
complete three listen and retells, as well as a compare and contrast chart with a partner, to
determine whether or not the Iroquois contributions are still evident in values today.
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:
4.2c 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 learn the values of the Iroquois people in history
and the values that are still evident in their culture today.
National Social Studies Standards and Themes:
3. Individual Development and Cultural Identity
1
Role of social, political, and cultural interactions in the development of identity
Indicator: This will be evident when students work together and form an opinion based on
evidence to support whether the Iroquois values are still defined in their culture today.

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 listen to the listen and retell stories on the
Iroquois values, the game of lacrosse and gambling to have information on the history of their
culture.
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 completing the compare and contrast chart
using the information from the three listen and retells on the Iroquois values, the game of
lacrosse and gambling among the Iroquois people.
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 listen and retell about the Iroquois values, the
game of lacrosse and gambling among the Iroquois people.
Social Studies Practices: Habits of Mind
.

3. Identify and explain creation and/or authorship, purpose, and format for evidence; where
appropriate, identify point of view.

.
Indicator: This will be evident when students write up their opinion on whether or not the
Iroquois values are still defined in their culture today using the information from the compare
and contrast chart, as well as from the three listen and retells, to support the students opinions.
MOTIVATION
Students will be told a story about how someones values can still stay true, regardless of other
changes in the person, then relate this to the Iroquois values and culture.

MATERIALS

Listen and Retell Stories

PowerPoint
Compare and Contrast Chart
Exit Slip

Group discussion
Collaborative learning
Cooperative learning
Listen and Retell

STRATEGIES

ADAPTATIONS
The student who is an English language learner will be placed in a group with proficient speakers
who will support them during the lesson.
Any hearing impaired students will be provided with a voice amplifier.

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 hear spoken-word in listen and retell activity
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 three listen and retells with a partner that has the key
information to use in order for the students to complete a compare and contrast chart, to
determine whether or not the Iroquois contributions are still evident in values today.
Tier Two Learners will participate in three listen and retells with a partner and apply the
information from the stories to complete a compare and contrast chart, to determine whether or
not the Iroquois contributions are still evident in values today.
Tier Three Learners will participate in three listen and retells with a partner and apply the
information from the stories to complete a compare and contrast chart, to determine whether or
not the Iroquois contributions are still evident in values today.

DEVELOPMENTAL PROCEDURES
1. Students will form groups of two. The students will listen to three short passages read by the
teacher explaining the Iroquois values. While the teacher is reading, the students will take notes,
writing down keywords on their listen and retell worksheet. Why did you choose those words to
write? What type of information were you looking for when writing down the words? Do you
think you can use your words to retell the paragraph accurately?
2. After each reading, in each group, one student will summarize the passage using the words they
wrote down, while the other student tries to guess the keywords. Students will take turns for each
passage. Did your partner guess your keywords easily? If not, why? How did you summarize
the passage in your own words? Do you think it is difficult to listen and retell this information?
Why or why not?
3. The activity will be repeated three times, to hear paragraphs about the variety of Iroquois values;
generational values, gambling and lacrosse.
4. Students will use the information in class to complete a compare and contrast chart, to see what
Iroquois contributions are still evident in values today.

ASSESSMENT
The teacher will circulate and observe the students working on the read and retell, making sure
that the students are understanding the process.
The teacher will listen and review each groups arguments on the contributions of the Iroquois
values.
The teacher will moderate the listen and retell activity.
Students will complete an exit slip answering questions based on Iroquois values.

INDEPENDENT PRACTICE
Students will watch a historical video about the history of lacrosse and how it played a role in the
Iroquois culture, then answer questions based on the video.
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 be provided with a graphic organizer with the pros and cons to each type of the
Iroquois values.
Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about which type of value is similar to our values today.

REFERENCES

YouTube: History of Lacrosse

https://www.youtube.com/watch?v=soWzkYxD8-w
Iroquois Values
http://www.rain.org/campinternet/american-history/iroquois-culture-values.html
Gambling Among Iroquois
http://www.victoria.tc.ca/~sly/epj/gamb.htm