Lesson Plan

This document outlines a lesson plan for teaching 4th grade students about the governments of the Iroquois Confederacy and European colonists. Students will read passages about each group and work in pairs to summarize the passages. They will then complete a Venn diagram comparing and contrasting the two forms of government to determine which was more democratic. The lesson aims to help students develop skills in close reading, collaboration, and forming opinions supported by evidence from texts. Assessment will include teacher observation of group work and an exit slip asking students what they learned.

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Lesson Plan

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Molloy College

Division of Education
Heading for Coursework
Student Brianna Jones
Course EDU 351
Grade 4
Topic: Iroquois and Colonists Government

Professor K. Sheehan
Date 11/10/2015
Content Area Social Studies

Instructional Objective(s)
After an introduction to the Iroquois Confederacy and European Colonist government, students
will form an opinion based on evidence about whether the Iroquois were more democratic than
the European Colonists. Students will complete a read and retell along with a Venn diagram with
a partner to determine who was more democratic.
STANDARDS AND INDICATORS
New York State Social Studies Standards
Key Idea:
4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American
groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking
groups, inhabited the region that became New York State. Native American
Indians interacted with the environment and developed unique cultures.
(Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
Key Concepts:
4.2b Native American groups developed specific patterns of organization and governance to
manage their societies.
Indicator: This will be evident when students learn the differences of how the Iroquois treat the
women in the tribes and how the Europeans treat the women in their country.
National Social Studies Standards and Themes:
3. Individual Development and Cultural Identity
1
Role of social, political, and cultural interactions in the development of identity
Indicator: This will be evident when students work together and form an opinion based on
evidence to support whether the Iroquois were more democratic

NCSS C3: Inquiry Arc

Dimension 3: Students will work toward conclusions about societal issues, trends, and events by
collecting evidence and evaluating its usefulness in developing causal explanations.
Indicator: This will be evident when students read both the read and retell stories on the
Iroquois Confederacy and European Colonists to have information on their government.
Common Core ELA Standards
Writing Standards for Literacy in History/Social Studies
Write arguments focused on disciplinespecific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
c. Provide a concluding statement or section that follows and supports the argument presented.
Indicator: This will be evident when students are completing the Venn diagram using the
information from the two read and retells on the Iroquois Confederacy and European Colonists.
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
Indicator: This will be evident when students read and retell about the Iroquois Confederacy
creation and European Colonists views of the Iroquois.
Social Studies Practices: Habits of Mind
.

3. Identify and explain creation and/or authorship, purpose, and format for evidence; where
appropriate, identify point of view.

.
Indicator: This will be evident when students write up their opinion on if the Iroquois were more
democratic than the European Colonists using the information from the Venn diagram as
evidence to support the students opinions.
MOTIVATION
Students will be told a story about how things do not always appear, as they seem to be, and then
relate this to how the Europeans thought the Iroquois really were.
MATERIALS

Read and retell stories

Index cards
PowerPoint
Venn diagrams
STRATEGIES

Group discussion
Collaborative learning
Cooperative learning
Read and retell

ADAPTATIONS
The student who is an English language learner will be placed in a group with proficient speakers
who will support them during the lesson.
Any hearing impaired students will be provided with a voice amplifier

DIFFERENTIATION OF INSTRUCTION

The teacher realizes that not all students learn the same way.
Visual learners will be stimulated by the key points being listed on the SMARTBOARD
Auditory students will hear spoken-word in listen and retell activity
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by the stand and deliver activity.
Linguistic learners will be engaged in the writing activity
Tiered Differentiation

Tier One Learners will participate in two read and retells with a partner that has the important
information to use in which, the students will complete a Venn diagram comparing as well as
contrasting the Iroquois and Colonists form of government.
Tier Two Learners will participate in two read and retells with a partner and take the information
from them to complete a Venn diagram comparing as well as contrasting the Iroquois and
Colonists form of government.
Tier Three Learners will participate in two read and retells with a partner and take the
information from them to complete a Venn diagram comparing as well as contrasting the
Iroquois and Colonists form of government. Students will form their own opinion on which
group was more democratic.
DEVELOPMENTAL PROCEDURES
1. Students will form groups of two. The students will listen to a short paragraph read by the
teacher describing the difference in the Iroquois view on the Europeans. While the teacher is

reading, the students will take notes, writing down keywords on their read and retell worksheet.
How did you choose those words to write? What type of information were you looking for when
writing down the words? Do you think you can use your words to retell the paragraph
accurately?
2. After each reading, in each group, one student will summarize the passage using the words they
wrote down, while the other student tries to guess the keywords. Students will take turns for each
passage. Did your partner guess your keywords easily? If not, why? How did you summarize
the passage in your own words? Do you think it is difficult to listen and retell this information?
Why or why not?
3. The activity will be repeated more than once, to hear paragraphs about the difference in the
Iroquois government and European Colonists government.
4. Students will use the information in class to complete a Venn diagram comparing and contrasting
the Iroquois and European Colonists to see who was more democratic.
ASSESSMENT
The teacher will circulate and observe the students working on the read and retell, making sure
that the students understand the process.
The teacher will listen and review each groups arguments on what the Iroquois Confederacy was
successful.
Students will do an exit slip explaining one thing that they learned from the lesson and one thing
that they want to learn about the Iroquois.

INDEPENDENT PRACTICE
Students will watch a BrainPop video about the Iroquois and the European Colonists, then
answer questions based on the video.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher be provided with a graphic organizer with the pros and cons to each type of the
Iroquois and European Colonists government.
Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about which type of government is similar to our government today.

REFERENCES
Brain Pop: Iroquois Confederacy
https://www.brainpop.com/socialstudies/culture/iroquoisconfederacy/
Iroquois Confederacy
http://www.britannica.com/topic/Iroquois-Confederacy
European Leadership
http://www.ushistory.org/gov/2a.asp