Lesson Plan

Name: Suzanne Hansen
Length of Lesson: 60 minutes

Grade Level: 5th grade
Name of Social Studies Lesson: Iroquois Confederacy Jigsaw
Utah Core Curriculum Objectives:
Standard 1: Students will understand how the exploration and colonization
of North America transformed human history.
Objective 3: Distinguish between the rights and responsibilities held
by different groups of people during the colonial period.
C: Describe the basic principles and purposes of the Iroquois
Confederacy.
Common Core Objectives (ELA or Math):
Writing Standard 1: Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to
support the writers purpose.
b. Provide logically ordered reasons that are supported by facts and
details.
Writing Standard 7: Conduct short research projects that use several
sources to build knowledge through investigation of different aspects of a
topic.
Learning Objectives:
Students will be able to use details from their research on their tribe to
complete their graphic organizers in groups.
Students will be able to use vocabulary that is bolded in the prompt of
the writing assignment to describe why the tribes formed a
confederacy.
Students will be able to identify certain aspects of a specific tribe and
record it on their graphic organizer by using the internet to research in
groups.
Students will be able to determine the reasons that the tribes formed a
confederacy individually on their worksheet after small group and
whole group discussions
Language necessary:
Culture
Location
Indian, tribe
Confederacy
Haudenosaunee
Great Council
League
American Revolution
Conflict
Cooperation
Compromise
Preparation: Students: laptops, graphic organizers, pencils, paper

Teacher: Smartboard, Brainpop Video on Iroquois Confederacy
TIME:
15
minute
s
LESSON:
Introduction:
30
minute
s
Content/Activity:
I will begin the lesson by introducing the students

to the Iroquois Confederacy with the following
BrainPop video:
https://www.brainpop.com/socialstudies/culture/iro
quoisconfederacy/
I will remind the students to pay attention to the
questions on their worksheet. After the video, we
will go over the questions as a class, and discuss
with the student what issues they think would
have caused internal conflicts before they joined
together as a League.
Students will complete a jigsaw. Each tribe that

belongs to the Iroquois Confederation, as well as
European settlers that interacted with the tribes,
will be the topics in which each group will become
experts on. (six expert groups) I will assign
students into their expert groups, and they will
work together use their laptops and their
textbooks (pgs. 85-86) if they need to access the
information about the tribe they are assigned. I
will go over what they can include in the culture
section. I will write on the board, culture,
underline it, and write bullet points on various
topics they can include in this section (food, art,
dancing, traditions). After about ten minutes, I will
begin the next step of the jigsaw. One student
from each expert group will get into a new group
and share their findings with the new group.
Students will continue to fill out their graphic
organizers as their peers share information.
MANAGEMENT:
I will pass out a
worksheet with
questions about the
Iroquois Confederacy
that will keep them
focused during the
short video. I will go
over each question,
and remind them
that they will be
answered in order in
the video.
On the board, I will
have written 1-6, and
what topic each
number represents. I
will get students
attention using the
teachers attention
signal. I will explain
to students what a
jigsaw is and what
they will be doing
with their graphic
organizers. I will then
tell students that I
will be counting them
off by sixes, and that
they need to
remember what
number they had. I
will make sure to say,
All of the ones,
please grab a laptop
and sit over here. All
of the twos After
ten minutes, I will get
their attention, and
choose one student
from each expert
15
minute
s
Closure:
To close the lesson, we will have a class discussion
about the Iroquois Confederation. We will discuss
why it was important that the tribes joined
together as a league, as well as what cultural
differences students discovered among each tribe.
We will also discuss the effects that the European
settlers had on the Iroquois Confederation.
Students will then write a short speech from the
perspective of a tribe leader persuading his or her
people to form a confederation with the other
tribes that became the Iroquois Confederacy.
group to form a new

group. (Groups of 6).
I will explain to
students that They
will share their
findings with the rest
of their new group.
Each student needs
to have time to
share, and they
should begin with the
student who was an
expert on group 1s
topic. I will explain
that students need to
fill out the other parts
of the graphic
organizer as their
peers give them
information.
I will remind students
that they can use
their notes as well as
their textbooks (pgs.
85 and 86) for
information and
vocab definitions to
write their speech.
Evaluation:
I will know that students learned what I intended
them to learn from the speeches that they will
turn in, as well as the class discussions.
Adaptations:
Students who have special needs will benefit from the flexible nature of this lesson.
There are multiple sources of information, as well as help from peers during the first
part of the jigsaw. ELL students will benefit from the graphic organizer, group work,
as well as being allowed to jot down notes instead of complete sentences. They can
also research on the laptops in their native language if they need to. The speech
can be as long or as short as possible, as long as students include the vocabulary
words, and the reason for forming a confederation. For ELL students that are
struggling, I will allow them to write definitions of the bolded and underlined words
instead of a speech. They will also need to tell me verbally what the reason was for
forming a confederacy.
Integration:
In this lesson, I have integrated technology through a video, as well as laptop use
for research. Science can also be integrated into this topic through investigation of
the environment that the Iroquois tribes lived in and resources that were available.
(Eastern Woodlands) Performing arts could be integrated into this topic through
skits, and visual arts could be integrated through crafts that were popular with the
Iroquois tribes.
1. Mohawks
2. Seneca
Location:
Location:
Culture:
Culture:
Role in formation of the confederation:
Sided with British or America in

American Revolution?

3. Oneida
4. Cayuga
Location:
Location:
Culture:
Culture:


5. Onondaga
6. European Settlers
Location:
Relationships with Irouois

a. French:
Culture:
b. Great Britain:
c. American Colonists
Iroquois Confederacy Video:

What does the name, Haudenosaunee mean?
How did the five tribes get along before they were joined as a Confederacy?
How was the Iroquois Confederacy started?
How was the Iroquois Confederacys government like the United States
government?
What was the Great Council?
What was the role of the women in the Iroquois Confederacys government?
What did the Iroquois people use to pass down memories?
Who did the Iroquois side with in the French and Indian War? (France or Great
Britain)
What Revolution caused the Confederation to separate?
Write a speech from the perspective of an Iroquois tribe leader persuading your
tribe to form a confederation with the other Iroquois tribes. How would cooperation
and compromise help resolve conflicts among the five tribes? How would making
peace with the other tribes and forming a confederation make them stronger? In
your speech, include the vocabulary words, confederation, Great Council,
longhouse, and Iroquois League.
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Name: Suzanne Hansen

Length of Lesson: 60 minutes

Preparation: Students: laptops, graphic organizers, pencils, paper

I will begin the lesson by introducing the students

Students will complete a jigsaw. Each tribe that

group to form a new

Role in formation of the confederation:

Role in formation of the confederation:

Sided with British or America in

Sided with British or America in

Role in formation of the confederation:

Role in formation of the confederation:

Sided with British or America in

Sided with British or America in

Relationships with Irouois

Iroquois Confederacy Video:

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