It's field trip time. Your class is in Howes Cave, New York, visiting the Iroquois Museum . Did you know that 300 years ago most of New York state belonged to the Six Iroqouis or Haudenosaunee Nations?
You look at the picture of a Haudenosaunee Council gathering and say, "I wonder what it would be like to be there�." Suddenly you are transported back in time�.
You are in a long room with many people sitting on the floor speaking languages you don't understand. As you look around the room, trying to understand where you are, a young person sits down beside you and tells you that Haudenosaunee leaders are celebrating the recent addition of the Tuscarora to their alliance. You realize that is nearly 300 years ago! The young woman looks at your strange clothing and belongings and you explain that you have come from someplace far away and you are not sure how you got there. She translates what you have said to the others and they ask you to leave the room while they discuss what to do next.
The council has welcomed you as a visitor to the Haudenosaunee Nation. Your task is to decide which of the six groups is the best choice for YOU to live with until you figure out how to return to the present.
You will notice that the Haudenosaunee Nations share many things in common, but they live in different places, and are different in other ways too. Look at this map showing the boundary lines of each of the Six Haudenosaunee Nations.
As you progress through the Haudenosaunee WebQuest, you will learn about cultural values, traditions, practices, and living conditions of the Haudenosaunee peoples both past and present. As you make your decision, and create your presentations, it is important that you not only spell out what you have learned, but also comment upon how these issues relate to what you know about yourself as a person.
Which nations will you investigate?
First, read the general descriptions of at least two of the Iroquois Nations listed below:
The links above will help you to answer questions such as:
- What do the people call themselves?
- What does the name mean?
- What role does the nation play in the Haudenosaunee Confederacy?
- What are the clans?
- How do people determine which clan they belong to?
- Who are clan leaders? Learn more about the clan system.
There are two components to your final product:
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(1) Individual Report
After you decide what group you will live with, use the notes you have taken on the Information Organizer to write and type an individual report. Your report should:
- describe at least four aspects of society or daily life that helped you make your decision;
- include at least four other facts you learned about your nation or the Haudenosaunee Nations;
- explain how these factors relate to your personality, your experiences, or your likes and dislikes;
- and how these factors influenced your decision;
- use at least 4-6 sources of information; and
- include a list of the sources you used.
Use the Evaluation Rubric to see how you did or if you need to make changes.
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(2) Group Poster - Advertisement
After completing your individual report, you will collaborate with one or two other students who have chosen the same group, to create a poster advertisement for your group.
How to create your poster -
- Think about WHO would want to come visit this group - the audience for your poster;
- use pictures and words to explain WHY they would want to visit;
- think about HOW you will catch your audience's attention;
- type or write in an easy to read style;
- use photos, KidPix, or hand drawings to illustrate your poster. (Remember to give credit to the creator of any pictures or photos that someone else has created.)
Remember your report is your original work.
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STANDARDS & COMPETENCIES ADDRESSED:
New York State Social Studies Requirement :
Standard 1 - History of the United States and New York
This WebQuest addresses the New York State portion of Standard 1.
- Analysis of the development of American culture, its diversity and multicultural context, and the way people are unified by many values, practices, and traditions.
- Analysis of the connections and interactions of people and events across time and from a variety of perspectives.
- Examination of the important roles of individuals and groups in the major social, political, religious and economic developments of New York State.
New York State Language Arts:
- Reading critically for information
- Synthesizing information from two or more sources
- Presenting the results of ones own research
Information Power Standards:
- Accessing information efficiently and effectively.
- Evaluating information critically and competently.
- Using information accurately and creatively.
National Education Technology Standards
- Proficiency in using technology.
- Developing positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
- Using technology tools to enhance learning, increase productivity, and promote creativity.
- Using a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Students use technology to locate, evaluate, and collect information from a variety of sources.
- Using technology resources for solving problems and making informed decisions.
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