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The Thanksgiving Address

Overview

The Haudenosaunee tradition of beginning all ceremonies, gatherings, and the day itself by offering thanks to all elements of the natural world. It is a profound, structured acknowledgement of the interconnectedness of all life, a civic practice of “putting our minds together,” and a fundamental statement of philosophy regarding humanity’s role as stewards of the Earth.

Learning Standards
Crosswalk
Sample Lesson Plans
and Activities
Tips for
Implementation

Background

The Haudenosaunee Confederacy: The Confederacy, also known as the Iroquois Confederacy or League of Peace, comprises Six Nations – the Mohawk, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora.

The meaning of the Ohen:ton Karihwatehkwen: this phrase translates roughly to “The Words Before All Else.” This translation powerfully underscores its fundamental importance, indicating that this practice is the necessary precursor to any other action or discussion, setting the proper mental and spiritual foundation. The Address functions as a speech, and a governance principle.

The sequence of the address: The sequence is a core instructional element. It is a profound, structured ascent that starts with the closest elements (the people, the Earth, the water) and moves upward, sequentially acknowledging plants (grasses, berries, medicine, trees), animals (birds, fish, four-legged animals), and finally the celestial bodies (sun, moon, stars) before concluding with the Four Winds, the Peacemaker, and the Creator/Great Spirit.

Thanksgiving Address is said every single day. Preferably in the morning /beginning of your day to keep your mind clear & keep your thoughts strong throughout the obstacles that come with it, whether positive or negative.

The concept of reciprocity and stewardship versus ownership: This is a crucial concept. Reciprocity means that thanks is not just a one-way street; it implies a duty to give back to the natural world and sustain it. Stewardship (care/responsibility) contrasts sharply with ownership (control/exploitation), reflecting a foundational difference in worldview.

Indigenous Perspective

The Address’s content must be presented as a living, daily practice, not merely a historical text. Use versions approved by the Haudenosaunee communities. Emphasize that it is traditionally spoken in the language (i.e. Mohawk, Onondaga) and often varies slightly by speaker and Nation, reinforcing the oral tradition’s dynamic nature.

Authenticity and Living Practice: Stress that the Address's content must be presented as a living, daily practice, not merely a historical text. This is a civic action that continues to happen today in Haudenosaunee communities. Tuscarora Thanksgiving Address - this 2014 version was created in collaboration with the Six Nations Indian Museum and the Tracking Project to provide an authentic translation into the Tuscarora language. This example is evidence of the dynamic nature of the oral tradition, the Address is translated and shared across different Nations within the Confederacy.

Use approved versions: Versions used in the classroom must be approved by Haudenosaunee communities and ideally credited to the specific Nation or speaker/translator (e.g., the version used by the Onondaga Nation's chiefs).

Dynamic Nature: Emphasize that it is traditionally spoken in the language (i.e., Mohawk, Onondaga) and often varies slightly by speaker and Nation, reinforcing the oral tradition’s dynamic nature. This is a form of oral literacy where memorization and proper oration are valued.

Connections to People and Places

Regional Relevance: Focus on the six sovereign Haudenosaunee Nations of NYS and their respective territories.

Local Experts and Partnerships: Reach out to the cultural centers, museums, or community leaders of the local Haudenosaunee Nations

Museums, historic sites, cultural centers, and/or events.
● Ganondagan State Historic Site (Seneca)
 Seneca-Iroquois National Museum
● Akwesasne Cultural Center (Mohawk)
● Iroquois Indian Museum
● Six Nations Iroquois Cultural Center
● Native North American Traveling College

Note: This guide and the briefs it supports are living documents that will continue to grow and improve based on input from educators, Indigenous communities, and Nation representatives. They are intended to affirm Indigenous identities, build educator capacity, and create culturally responsive, inclusive classrooms across New York State.