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Language Arts (Appropriate Terminology)

1- Simulation activity:  Children write in their “diary” dated today's day and month and the  year 1703. Students write about their first encounter with a Haudenosaunee child (same age as theirs) or their first encounter with a European child (Dutch or English).  Children read their entries aloud, comment, discuss.  (This should be done after having been exposed to the Stereotyping section on the virtual exhibit site.)

2- Story Re-Telling and Creative Dramatics.  Working in groups Children read  and learn stories from the site and re tell to other groups.  Children can create simple props .  Dramatizations can be videotaped.  Children can listen to stories on CD's, read  Iroquois Stories by Joseph Bruchac, or read some of the stories on the Learning Longhouse “Oral Traditions” pages. (This should be done after having been exposed to the Stereotyping section on the virtual exhibit site.)

3- Research and Report Writing- Students select topics to research from the site.  Emphasis can be on present as well as the past.

 Topics can include:  food and medicine, sports and games, music and dance, clothing and shelter, language, clan animals, wampum, Who Are the Haudenosaunee.  (all topics on the Learning Longhouse)

4- Plan a visit to the Iroquois Museum.  Have children develop questions before their visit and report back to the class after.  Meet and interview an Iroquois staff member if possible

5-  Ask students to interview grandparents, great grandparents or senior citizens to learn how life was different when he/she was growing up.  Compare their interviews with how they think an Iroquois elder might answer the same interview questions.  Write up the interviews or prepare a “TV talk show” format.

6. Have students create a before and after list in the format of: “Before studying about the Haudenosaunee I thought that….. “ “But now I have learned ……”


 Art/Craft Activities (Art) (Clans) (Oral Traditions) (Iroquois Beliefs)

1- Dye some white or natural yarn using organic dyes such as: onion skin=yellow, black walnut=rich brown, beet juice or wild grapes= purple, goldenrod flowers=gold. 

2- Dig clay (ex: from the Schoharie Creek) If this isnt possible, purchase some pottery clay and create pots , small animal sculptures.    Look at examples of pottery and sculpture on the Virtual Exhibit .

3- Create a class mural of: a. Haudenosaunee clan animals    b. Animals or characters from a traditional story   c. A traditional Haudenosaunee village

4- Children create their own book by illustrating a story using the stories from the Iroquois Indian Museum site or CD

5-  Try weaving some dry grasses or try to create a small woven basket or make a doll from cornhusk, or bead a bracelet or necklace

6- Create a collage using images that relate to the Haudenosaunee Thanksgiving Address


Music (Music and Dance)

1- listen to traditional social dance music on CD or tape

2- make rattles and small drums


Physical Education (Sports and Games)

1- learn some Iroquois games

2- learn about Lacrosse and see part of a taped game.  Bring in some lacrosse sticks, helmets, balls to practice throwing and catching

3- take nature walks 


Science and Ecology

1- “ Keepers of the Earth” provides an interdisciplinary approach to Native American stories, science and ecology activities.  Use this book for a full list of activities that relate to the earth, energy, the environment, conservation, etc.  Activities include both indoor and outdoor as well as and many science experiments.

2- Late spring or fall have children collect wild foods to make teas, salads or cooked greens.  In the spring visit a maple syrup farm or tap a maple tree and evaporate the sap.

3- Students can try cooking a traditional Iroquois recipe from corn. (Food and Medicine)


Anti-Bias Activities (Appropriate Terminology)

1-Older children can evaluate picture books for stereotypical images of Native Americans

2- older children can write letters to professional sports teams to protest the display of negative Native American stereotypes as their mascots.

3-  Using paints: children try to match their own skin colors to create a collage showing all the shades and tints of skin (even Caucasian and African Americans have various shades of skin coloration.)   No one has “white” or “black” skin, or red skin.   This is a good activity for k-3 children

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