Academic Primary Learning Target: Social Studies: Social Studies: Students will be able to

identify what natural resources are and ways in which the Iroquois used natural resources in their
environment to meet their basic needs.
Academic Standard
CCSS.ELA-LITERACY.RH6-8.7: Integrate visual information (pictures
from Power point) with other information in print and digital texts.
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively.
IEP Goal

One student is labeled ADHD, is very enthusiastic to participate

inappropriately, at times, and is very sensitive. It is important to make
sure student is on task and raises their hand in order to give an
appropriate response during class activities. The goal for the student is to
work consistently without verbal or physical disruption of other students.
Lesson Objective
Students will be able to identify what basic needs are and the way the
Iroquois used natural resources to meet those needs. The students will
work in groups and as an entire class to come up with ideas for our class
village and to complete the Venn Diagram. During this time students will
be trying to eliminate inappropriate comments in the class discussions
and speak only when called on.
Assessment
The students will be able to identify basic needs of humans through the
anticipatory set where they participate as a class to make a village that
encompasses our basic needs as humans. The students ability to
understand the Iroquois basic needs and how they are met will be
assessed with their ability to fill out the Venn Diagram. The Venn
Diagram will compare how early Native Americans meet their needs and
how modern people meet their needs today.
Academic Supporting Learning Target: ELA: Students will be able to compare and contrast
how basic needs were met for the Iroquois and for modern day people.
Academic Standard
W.4.8: Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
RL.4.1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
W.4.8: Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
IEP Goal
One student is labeled ADHD, is very enthusiastic to participate
inappropriately so, at times, and is very sensitive. It is important to make
sure student is on task and raises their hand in order to give an
Copyright Michelle Erklenz-Watts, 2014

Lesson Objective

Assessment

appropriate response during activities. The goal for the student is to work
consistently without verbal or physical disruption of other students.
Students will be able to compare how the Iroquois basic needs were met
and how basic needs are met by people today. The students will be able
to identify similarities and differences between the two. As the students
complete this activity, they will be able to work effectively as a class in
groups and as a whole. The students can use textual and visual evidence
from the power point to support their ideas while decreasing
inappropriate responses.
The students ability to understand the Iroquois basic needs and how they
are met will be assessed with their ability to fill out the Venn Diagram.
The Venn Diagram will compare how early Native Americans meet their
needs and how modern people meet their needs today.

Instructional Strategies/Learning Tasks

Accommodations
Reminders: Raise hands
1. Engaging Hook/Anticipatory Set: We are going to go on an
when wanting to answer
adventure into the mountains and we are going to be
a question.
survivalists and are bringing nothing with you. Build a village Be respectful and do not
together, on the smart board we will draw the village as a
interrupt while others
class. So what do we need to survive as a class? Turn to a
are speaking.
partner and discuss for 5 minutes what basic needs we will
Let everyone have a turn
need to fulfill and how. (Each student should have at least one to answer a question.
idea.) Then as a class I will call on different individuals to
Make sure to remind
participate with ideas as a class. (10 min.)
students to ask questions
2. Ask, the students to make sure that they pick up the
that pertain to the task at
Assessment sheet and Note Packet before class begins. Recall: hand.
Which tribes make up the League of the Iroquois. (SCOOM)
Lets find out how the Iroquois tribes met their basic needs.
To do this, present the students with the power point, which
includes word descriptions and pictures of resources used by
the Iroquois to meet their basic needs. Remind the students to
take out their Note Packets and follow along on their sheets.
The students will fill out a fill in the blank Note Packet that
aligns with the power point about basic needs. The students
will also, be asked to name, when called on, which basic
needs are met with the information that is discussed on each
slide. (10-15 min)
3. Venn diagram about how Native Americans meet their basic
needs vs. how people in modern times meet their basic needs.
Copyright Michelle Erklenz-Watts, 2014

Have the students think about similarities and differences

between how we meet our basic needs today and how early
Iroquois tribes met their basic needs. (Allow the students 2
minutes to think.) As a class, have the students complete the
Venn Diagram together. Be sure to call on each student to
participate. (5 min.)

Resources and Materials:

Power point
Venn Diagram (with Power point)
Smart Board
Note Packet

Copyright Michelle Erklenz-Watts, 2014

Notes: Natural Resources for The League of the Iroquois

They are known as the

The Iroquois Found their Food by

The Iroquois also cleared land and planted large fields of

which they called
.

Copyright Michelle Erklenz-Watts, 2014

The Iroquois made

the

from a
.

During the winter, the trees were

fire until it turned into sugar.

They made bows and arrows to hunt and would use the
bodies to
other dear.

Copyright Michelle Erklenz-Watts, 2014

and used it to fish in

, they heated it over a

covering their

They lived in longhouses, which were made from the

trunks)
.

The long houses were

(slender tree

that was sewn together.

were used to line the walls of their longhouses and can

make shelves.

Copyright Michelle Erklenz-Watts, 2014

The Iroquois lived

fish.

in order to get fresh water and

The Iroquois used pelts (skin) of animals for their clothing.

They made
.

Copyright Michelle Erklenz-Watts, 2014

Women wore skirts, that they wove from

Copyright Michelle Erklenz-Watts, 2014