Mrs. Faour

Montessori School 27, Yonkers, NY

Conflict is a normal part of life in general, but it is an especially normal part of school life. Every student within a school community becomes involved in conflicts. Many of these issues include name calling, gossip, borrowing things and not returning them among others. Other student conflicts are more serious and may involve physical violence. Conflict has been a theme in American History. Long before the European settled in the new World, Native Americans occupied an untouched wilderness. They too had conflict as many tribes fought for scarce resources. Eventually, the five nations created a model that became the basis for our country, a half a century later. Let’s investigate!

The Five Nations

Long, long ago, one of the Spirits of the Sky World came down and looked at the earth. As he travelled over it, he found it beautiful, and so he created people to live on it. Before returning to the sky, he gave them names, called the people all together, and spoke his parting words: "To the Mohawks, I give corn," he said. "To the patient Oneidas, I give the nuts and the fruit of many trees. To the industrious Senecas, I give beans. To the friendly Cayugas, I give the roots of plants to be eaten. To the wise and eloquent Onondagas, I give grapes and squashes to eat and tobacco to smoke at the camp fires." Many other things he told the new people. Then he wrapped himself in a bright cloud and went like a swift arrow to the Sun. There his return caused his Brother Sky Spirits to rejoice.

About 1390, today's State of New York became the stronghold of five powerful Indian tribes. They were later joined by another great tribe, the Tuscaroras from the south. Eventually the Iroquois, Mohawks, Oneidas, Onondagas, and Cayugas joined together to form the great Iroquois Nation. In 1715, the Tuscaroras were accepted into the Iroquois Nation. The five nations didn’t start as a peaceful community of connected clans. Village fought village and nation fought nation. During the dark times, a man named Deganawidah, who brought the Good News of peace and power. He said that the nations would be strong and the people would be safe if they united and did not fight. This was called the Great Law of Peace. The Iroquois were very important players in the early history. They controlled much of the St. Lawrence Valley. They had a reputation as excellent warriors and even better diplomats. Both the English and the French tried to win Iroquois support whenever the Europeans went to war in the New World. The Iroquois also call themselves the world's oldest participatory democracy. Future democracies such as Canada and the United States borrowed a lot of ideas from the way the Iroquois Confederacy was governed. To make matters even more confusing, "Iroquois" is not what the tribes of the Confederacy call themselves at all. Iroquois was a name given to them by their enemies, the Algonquians. The Europeans picked up the name, and so the Confederacy has been called Iroquois ever since. Why this confederacy formed and what SOCIAL PROBLEM, it addressed will be the subject of this web quest.

Iroquois in Buffalo, New York

You will have the following tasks to complete:

· Each student will have been previously assigned to one of the five Nations of the Iroquois Confederacy to explore.

· After a quick overview by the teacher, the students will have time to work on the task with a partner from their group while being able to consult with their group as a whole.

· Student will be using the AHPPA and the AHPPA worksheets to complete the task.

Students will write a four pages research paper based on the social problem in hand of Native American conflict.

You must also have the following in your research paper:

· Pictures saved off the Internet or from Encarta encyclopedia.

· Typed on Microsoft word

· Title page that draws the reader in.

· No spelling or grammar errors!

The AHPPA steps will form the OUTLINE of the research paper

Today you will have the opportunity to find and share information about the social problem that lead to the formation of the Iroquois confederacy. In order for you to successfully complete the "Task research paper" for this Quest, you will need to follow these steps:

1. You will complete the following public policy worksheets by using websites listed on your resources. You also may use text books or other outside materials.

2. All of the FOUR worksheets steps MUST be included in the research paper

Research Questions Checklist:

• Fully complete each worksheet
• Each worksheet must be:
• well researched
• answered fully
• contain rich information
• to the point (stick to the topic)
• answered in complete sentence

Click on the links below to access the worksheets to be completed in you groups

Defining the Social Problem

Worksheet I

Gathering the evidence

Worksheet II

Identifying the cause of the problem

Worksheet III

Evaluating existing public policies

Worksheet IV

3. As a group of three you will use the AHPPA worksheets to complete the task research paper. You are going to gather information about the five nations and about the conflict developed among them that lead to the Great Peace. After you gather all of the information you will be creating a four pages research paper to present to the class. The paper must cover all the AHPPA steps and also include 5 of the following questions. You may want to include these 5 questions at the end of the paper.

• What was the nature of the conflict that you plan to study?
• What was one conflict the tribes were involved in?
• What was their biggest challenge?
• How the Nation is structured (Leadership and power distribution)?
• Name some of their beliefs. How did they pass on stories? What celebrations do they take part in?
• What are the factors that contribute to the problem that you have identified? (support these factors with evidence)
• How these nations did unite under one confederacy?
• How the Iroquois Confederation became the basis for the American Constitution?
• Can any conflict end up a peace treaty?

SPEICIC RESORUCES FOR THE AHPPA WORKSHEETS

Iroquois tribes

http://www.infoplease.com/ce6/society/A0825512.html

http://www.native-languages.org/iroquois.htm

Native people

http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/confederacy.html

http://www.cqsb.qc.ca/svs/434/fnmain.htm

http://www.geocities.com/bigorrin/iroquois_kids.htm

http://www.geocities.com/Athens/Oracle/5467/

http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/index.html

GENERAL RESORUCES

WWW.GOOGLE.COM

WWW.YAHOO.COM

Click on the right rubric to evaluate your products. Teacher will be using the same rubrics to evaluate student’s work.

· Research Paper Rubric

· Oral Presentation Rubric

At the close of this project, you should have a better understanding of the social situation in New York City that corresponds to the formation of the Iroquois confederacy. Hopefully, you will have learned a great deal about our system of government, life of early communities in New York City. Your critical thinking process, as well as your researching techniques will be greatly enhanced.

I would like to thank you for all of your hard work on researching the Iroquois tribes.  I am sure that it will be enjoyed by the many people who will come view it and that they will also learn a lot about the Iroquois culture!

Social Studies

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.