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Great Law Introduction and Vocabulary

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Overview

This is the first lesson in the Great Law of Peace and U.S. Government Foundations Unit. Prior to starting this lesson, it is recommending for students to obtain foundational knowledge through instruction on the Haudenosaunee Creation Story, the role and significance of wampum, and the tribal nations of New York State. With this context, students will be able to take a deeper dive into the foundations of the Great Law of Peace.

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Topic: Great Law of Peace
Lesson TitleGreat Law of Peace Introduction and Vocabulary
Grade Level4
Standards Alignment
New York State Standards4.2b- Native American groups developed specific patterns of organization and governance to manage their societies.
Portrait of a GraduateLiterate Across the Content Areas: Engage with historical texts, oral narratives, and primary sources.
Interdisciplinary Learning ConnectionsGeography, Literacy and Context Clues (ELA)
Measurable Learning Objectives/Targets
I can define key people and terms related to the foundation of the Great Law of Peace within the Haudenosaunee Confederacy.
Essential Questions
What is the Great Law of Peace?
Instructional Resources & Materials
Materials NeededInternet access, SMART projector, and gaming platform such as Wayground, Blooket, or Kahoot
Resources UsedVocabulary Worksheet, Google Slides, and Vocabulary List
Lesson/Learning ActivitiesApproximate TimeDifferentiation
Intro- Have students practice identifying the location of the Five Nations of the Haudenosaunee on a map of NYS. Option to display this graphic to aid in filling in the map. Copy of Iroquois map flat copy.jpg ○ SCOOM acronym (West- East) - Seneca, Cayuga, Onondaga, Oneida, Mohawk5 minutesSupplemental visuals: Include a labeled map of the Five Nations, images of Haudenosaunee leaders, or visual representations of the Tree of Peace to reinforce vocabulary and concepts.
Reading: What is the Great Law of Peace- options for whole group reading and instruction to answer the question or divide students into partners/small groups and then share out once students answer the question10 minutesSimplified text/excerpts for students who need additional support (e.g., a version of “And Grandma Said” excerpt with shorter sentences or highlighted key ideas).
Guided Notes & Key Terms- Instruct students in key vocabulary and terms related to the Great Law of Peace using provided Google Slides for “Lesson #1.”10 minutesGuided notes: Provide partially filled-in graphic organizers or scaffolds for vocabulary and key ideas, so students can focus on comprehension instead of transcription.
Reading: Why was the Great Law needed? (Excerpt from Tom Porter’s book, “And Grandma Said”) - options for whole group reading and instruction to answer the question or divide students into partners/small groups and then share out once students answer the questions. 10 minutesPartnered reading: Students who struggle with reading aloud or comprehension can work with a partner to read and discuss the text.
Assessment/Evidence of Learning
Informal- Student responses as they report out on worksheet questions
Formal- Plug vocab into a digital gaming platform (Ex: Wayground, Blooket, Kahoot) and collect data as student assessment at the end of the lesson.