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Two Row Wampum

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Overview

This lesson explores two row wampum using the book, Kaheri:io’s Wampum Project.

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Topic
Lesson TitleTwo Row Wampum using Kaheri:io’s Wampum Project
Grade LevelGrade 7
Standards Alignment
New York State
Standards
NYS.SS.7.2b: Different European groups had varied interactions and relationships with the Native American societies they encountered.





Portrait of a 
Graduate

Global Citizen- As students encounter a world where they interact with people from diverse cultural backgrounds, the Two Row Wampum provides a model of coexistence based on dignity, respect, and sovereignty. Students examine how different groups can maintain relationships while honoring each other’s identities and traditions.

Effective Communicator- Students analyze how the Haudenosaunee used symbolism, diplomacy, and oral tradition to communicate agreements across language and cultural differences. Students consider the tools and strategies needed to negotiate respectfully and communicate shared goals.

Critical Thinker- Students compare Indigenous and European perspectives on treaties, land, and relationships while evaluating historical evidence and symbolism within the Two Row Wampum.


Interdisciplinary
Learning
Connections

English Language Arts- Students practice close reading, textual analysis, citing evidence, and discussion skills through Indigenous-authored informational texts.

Civics/Government- Students examine treaty-making, diplomacy, sovereignty, and nation-to-nation relationships.

Art- Students analyze symbolism, visual communication, color, and pattern within wampum belt designs.
Measurable Learning Objectives/Targets

Students will be able to…

  • Cite textual and visual evidence to support interpretations of the belt’s imagery and message (i.e. purple and white beads)
  • Explain how the Gaswéñdah (Two Row Wampum) represents coexistence, sovereignty, and mutual respect between Nations (i.e. “separate but equal” “ship and canoe”)
  • Explain how agreements and respectful coexistence remain important today.
Essential Questions
  1. How can two different cultures or Nations co-exist in an area?
  2. How can symbols communicate important ideas and messages?
  3. What responsibilities come with making agreements between peoples?
Instructional Resources & Materials


Materials Needed

Printed image of the Two Row Wampum

Student handout - optional, not included

Markers, pencils, or colored pencils (purple)

Projector or smartboard (optional)


Resources Used

Book: Kaheri:io’s Wampum Project by /David Kanietakeron Fadden

Image: Downloadable image of the Two Row Wampum

Additional Support Materials:

Reading: Gaswéñdah - Two Row Wampum by Deyhowahdadih - Bradley Powless
Lesson/Learning Activity
Approximate
Time
Differentiation

Opening: Ask students to respond to one or more of the
following questions in writing or discussion:

  • Why do people make agreements?
  • What responsibilities come with making a promise or
    agreement?”
  • How can people with different beliefs, cultures, or goals
    live and work together respectfully?

After students share responses, introduce the idea that
Indigenous Nations developed a system of diplomatic
agreements that pre-existed European arrival and continues to t
his day. The Gaswéñdah* (gah-SWEN-dah) Two Row Wampum r
epresents an agreement between two groups, the
Haudenosaunee and European settlers, based on coexistence,
mutual respect, and sovereignty.

*The word Gaswéñdah refers to the Two Row Wampum treaty belt.
Pronunciations may vary slightly among speakers and communities. 		5–7 minutesProvide sentence starters such as “One responsibility that comes with an agreement is…” or “People can coexist respectfully by…”. Allow students to respond verbally, in writing, or through partner discussion before sharing with the class.

Read Aloud and Annotations: Read pages 20–22 of Kaheriio's
(gah-HEH-ree-oh) Wampum Project aloud to the class while
displaying an image of the Two Row Wampum. Option to pause
throughout the reading to guide students through the symbolism
of the belt.

Provide students with a printed copy of the Two Row Wampum
and have them color in the rows purple and annotate the belts
based on the following imagery:

The Two Purple Rows: Explain that the rows represent two
groups traveling side-by-side. Explain the concept of separate
but equal as an essential piece of the treaty agreement;
emphasize that the two rows were never to cross or interfere
with the sovereignty/independence of the other.

The Ship and Canoe: Explain that the ship represents Europeans
and the canoe represents the Haudenosaunee. Explain that the
belt represents two Nations living alongside one another without
interfering in each other’s government, beliefs, or way of life.
Clarify that the agreement was based on mutual respect rather
than one group controlling the other.

White Background Beads: Explain that traditionally the white
beads are associated with peace, friendship, and respect.
10-15 minutesPartner discussion opportunities, student handout for written responses to discussion questions, read-aloud support and checks for textual understanding.

Analysis Activity: Students work individually or in pairs/small
groups using the image of the belt to respond to the analysis
questions below. Students must include at least one piece of
evidence from the reading or class discussion.

The Two Purple Rows:

  • What do the purple rows represent?
  • Why do you think the rows never cross?
  • What does this suggest about respect and independence?

The Ship and Canoe:

  • What does each vessel carry?
  • Why is it important that each group keeps control of its
  • own vessel?

White Background Beads: Traditionally the white beads are
associated with peace, friendship, and respect.

  • What helps relationships stay peaceful?
What can damage agreements between groups?		15-20 minutesTeachers may model responses aloud or allow students to discuss and respond to questions in pairs or small groups. Provide sentence starters such as “The purple rows symbolize…”

Reflection: Students respond to one of the following prompts:

  • What message does the Two Row Wampum teach about
    relationships between peoples?
  • Why was it important for both groups to maintain control
    of their own ‘vessel’?
  • How does the Two Row Wampum explain the concept of
    respectful coexistence between two groups?
5 minutesStudents may respond in writing, verbally, or through a brief teacher conference.
Assessment/Evidence of Learning

Informal Assessment: Participation in discussions, observation of student analysis and collaboration.

Formative Assessment: Completed student handouts, Student responses to questions and explanations using textual evidence during activities, written responses to the reflection questions in the form of an exit ticket.