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Grades 2-5 Lesson One: Introduction to Gratitude and Sequence

Overview This lesson introduces the concept of gratitude and the structured sequesnce of the Address by having students create a simple, sequential "Gratitude Chain" of things they are thankful for, comparing their sequence to the Haudensosaunee order (Earth, plants, animals, sky).

Approximate Time 45-50 minutes

Standards Alignment

  • New York State Standards
    • 4.2a Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.
    • 4.2b Native American groups developed specific patterns of organization and governance to manage their societies.
  • Portrait of a Graduate
    • Communication
    • Global Citizenship/Cultural & Social Awareness
    • Critical Thinking
    • Reflective, Future-Focused Mindsets/SEL Competence
    • Academic Preparedness/Critical Thinking
  • Interdisciplinary Learning Connections
    • ELA: Reading/Listening Comprehension
    • Science: Sequencing the Natural World
    • Math: Sequencing/Ordering

Measurable Learning Objectives/Targets
Students will be able to:

  • Define gratitude by identifying one word that describes what people are doing together in the image provided in the Do Now activity.
  • Describe the purpose of the Haudenosaunee Thanksgiving Address (Ganoñhéñ·nyoñ’),( Kanonyok) as a practice used when gathering to put their minds together as one using The Address in the introduction activity.
  • Identify and sequence the first 3-4 elements of the natural world by using the copy of color ohenton organizer in the Sequencing the Natural World activity. 


Essential Questions

  1. How does beginning a gathering with gratitude influence a group’s mindset and actions?
  2. How does the sequence and order of elements in the natural world reflect the Haudenosaunee worldview?
  3. Why is giving thanks considered a necessary first step before discussing problems or business?

Instructional Resources and Materials

Resources Used

Lesson Learning Activities

Do Now (Approximate Time: 5 minutes)
Look at the Image of People.
Write one word that describes what you see people doing together. 

Procedure: Project the "Image of People." Students independently write one word in their ntoebooks that describes what they see people doing together. 

Share Out: Students share their word, focusing the class discussion on ideas such as talking, gathering, listening, and especially gratitute/thankfulness.

Differentiation: Have early finishers write a sentence explaining why they chose their word.

The Address as an Introduction (Approximate Time: 15 minutes)

Procedure: Teacher reads/summarizes Opening_teacher resource

  • Focus: Emphasize that the Address is recited “when we gather for meetings” and the goal is “putting our minds together as one.”
  • Discuss how beginning with thanks prepares the mind.
  • The sequence follows a path from the things closest to us on the ground, up to the celestial bodies and the Creator.

Activity: Have students close their eyes and listen to one of the Video Links.

Question: How does the speaker make you feel? How does this set the mood for a meeting?

Differentiation: Provide a short, written excerpt of the Address for students to follow along or annotate key phrases (e.g. "put our minds together").

​​​​​​​Sequencing the Natural World (Approximately 20 minutes)
Students list next 3-4 elements in notebooks.

Procedure: Use Ohenton to explain the journey of gratitude: starting with Mother Earth and moving up to the Sky World. You can also use the Tuscarora document (specifically the Prologue)

  • Model: Teacher models identifying and listing the first few elements in the proper sequence (Earth, Water, Grasses).
  • Use the Blank circle to label (in the outer circle) then draw in the element of the Opening.  Use circles to complete all elements of the Thanksgiving Address.

Activity: Students list the next 3-4 elements shown on the organizer in their notebooks, paying close attention to the order/sequence.

Ask students: “If we thank the Water, how do we show we are taking care of it?”

Check for Understanding - Match the element to its place in the journey.

Differentiation: 

  • Challenge advanced students to research the meaning or gift of one of the sequenced elements (e.g. “Why are the grasses thanked?”).
  • Support: Provide a partially completed list for students who need scaffolding on the sequence.

Wrap Up

Exit Ticket: Why do the Haudenosaunee start meetings by giving thanks, and not by talking about their problems?

Assessment/Evidence of Learning

Exit Ticket: Why do the Haudenosaunee start meetings by giving thanks, and not by talking about their problems?