THE SIX IROQUOIS NATIONS AND THE AMERICAN REVOLUTION

MR. ANDREW BANKERT

CLINTON MIDDLE SCHOOL

GRADE 7

abankert@ccs.edu

INTRODUCTION

The year is 1775, the American Revolution has begun, and the Six Iroquois Nations would be powerful allies for the American and British sides. The problem is they are being pulled in both directions. There are some very influential American Patriots who have reached out to an Oneida Chief and convinced him that the Six Nations should stay neutral or help the Americans in the war. There are also some powerful Loyalists who have convinced a Mohawk Chief that they should help the British in the war. The Six Nations are caught in the middle of a bitter fight that they don’t understand, after all the Americans and British were once considered brothers! The fate of the Six Nations will be decided by the difficult decisions they must make.

TASK

After researching the resources included below, your task is to write a persuasive letter to the Chiefs of the Six Nations as if you are American General George Washington or British General William Howe. In the letter you will include a thesis statement, two body paragraphs and a conclusion. Your persuasive letter will explain why the Six Nations should help the Americans, the British or stay neutral. You must include the names of Patriots, Loyalists, and Iroquois Chiefs who agree with your position and important people who disagree with your position and tell why they are wrong. Choose a specific date for the letter to be written and feel free to make references to what is happening in the war at that time. Give strong, persuasive reasons for your position.

PROCESS/RESOURCES

Students will be divided into groups of 4-6 and explore the resources listed below using the internet.

As a group, students will fill out the four worksheets below.

1. Identify the problem – go to http://www2.maxwell.syr.edu/plegal/ppa/worksheet1us.doc

2. Gather the evidence – go to http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.doc

3. Determine the Causes – go to http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.doc

4. Evaluate the Policy – go to http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.doc

After completing the four worksheets, individually students will explore the internet resources below to find out which important people are on the American side and which ones are on the British side.

http://www.clintonhistory.org/samuelkirkland.html

http://www.answers.com/topic/samuel-kirkland

http://www.newyorkhistoryblog.com/2008/05/skenandoah-chief-of-oneida.html

http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=8206

http://www.earlyamerica.com/review/1998/brant.html

http://www.britannica.com/EBchecked/topic/77789/Joseph-Brant

http://www.answers.com/topic/walter-butler

http://www.sonofthesouth.net/revolutionary-war/general/philip-schuyler.htm

The chart below may help you keep track of the people!

IN FAVOR OF HELPING THE AMERICANS OR STAYING NEUTRAL ___________________ WHY?	NAME	NAME	NAME	NAME
IN FAVOR OF HELPING THE BRITISH ___________________ WHY?	NAME	NAME	NAME	NAME

EVALUATION

Persuasive Essay : THE SIX NATIONS AND THE AMERICAN REVOLUTION
Teacher Name: Mr. BANKERT
Student Name:     ________________________________________
CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Focus or Thesis Statement	The thesis statement names the topic of the essay and outlines the main points to be discussed.	The thesis statement names the topic of the essay.	The thesis statement outlines some or all of the main points to be discussed but does not name the topic.	The thesis statement does not name the topic AND does not preview what will be discussed.
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.	Evidence and examples are NOT relevant AND/OR are not explained.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Support for Position	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument.	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Closing paragraph	The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph.	The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.	The author\'s position is restated within the closing paragraph, but not near the beginning.	There is no conclusion - the paper just ends.

CONCLUSION

Getting caught in the middle of a conflict is a difficult position to be in. When the Revolutionary War came to New York and was being fought on the Six Nations land they were forced to make

some difficult decisions. We will see how the Americans and British handled the situation in class in the days to come. We will be reading and transcribing some primary source letters written during the war about this same situation you are dealing with. We’ll see how your predictions play out and whether your persuasive powers were the same ones that were used by the major players used in 1775-76.

STANDARDS

Performance Indicators--Students will:

• investigate key turning points in New York State and United States history and explain why these events or developments are significant complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations
• gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
• describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents
• consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
• understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives
• compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
• describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4)

COMMON CORE STANDARDS

STUDENTS WILL:

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

6. Assess how point of view or purpose shapes the content

10. Read and comprehend complex literary and informational texts independently and proficiently.nd style of a text.