Lesson 1: Aboriginal Leaders, Heroes, and Role Models Lesson 2: Historical Leadership Roles in Aboriginal Societies Lesson 3: Resolving Conflict Lesson 4: Leadership and Government in Iroquois Society

Leadership and Government in Iroquois Society

See Teacher Background Material “Leadership and Government in Iroquois Society.”

Note: If possible retain copies of the book People of the Longhouse. This resource is a part of the series “How They Lived in Canada.” The ISBN is 0888943571 and is an approved Alberta Education resource. Have students read the book and devise worksheets as they progress through it.

If you are unable to retain the book you may use the Teacher Information material to introduce the Iroquois Confederacy to your students.

Share the information from Teacher Information section with the students. Break them into six groups with each group representing one of the six members of the Iroquois Confederacy. Print off the following template. Cut and fold each nation and have each group randomly select one nation.

Each group will research the following regarding their chosen Nation:

1. What is the history of your nation?
2. What language do they speak and what is the origin of their traditional name? Is their a story related to how they received this name?
3. What is the Great Law of Peace?
4. What is your nation’s role in the Grand Council? (Each nation has a specifi c role and responsibilities within the government structure)
5. How is the Grand Council an example of modern government?
6. What is wampum and how is your nation represented on the wampum?
7. What is the role of women in your nation? Describe the powers and or authority that they hold.
8. Why was the consensus model effective for the Iroquois Confederacy?
9. Explain how you think the Iroquois Confederacy’s consensus model may have impacted the structure of the Canadian constitution. Are their any similarities or differences?
10. Based on what you have learned about the Iroquois Confederacy and their model of consensus building and decision making, create a five point list or chart in which you provide the best ways to reach consensus.
11. In your groups opinion (you may need to use the consensus model to develop a group opinion) how does the Great Law of Peace reflect the worldview of the Iroquois peoples. Why is this important? How does the Canadian constitution relate to a broad worldview of Canadians?

Students may begin their research in the Student Zone section of the Edukit. Since the students are working in groups to find the information they should develop a creative way to present their research findings. Students may choose to develop a poster, PowerPoint presentation, mini report or booklet. It is at teacher discretion.

Concluding Activity:

Gather together large sheets of multicolored construction paper. Make sure to have an ample number of brightly colored sheets. Ask students to choose one sheet in any colour they feel represents positive leadership. On one side of the sheet have them write, “Qualities of a Positive Leader.” Underneath have them list all of the qualities that come to mind. One the reverse side of the sheet have the students list people that they think meet many of the qualities of a positive leader. Encourage students to think of Aboriginal examples. You may choose to do this activity in the computer lab or a place where students have access to the Student Zone Biographies section so they can analyze some Aboriginal biographies to determine which individuals meet their requirements.

Have the students explain why they chose the colour they did and the qualities of a positive leader.

NOTE: You may repeat this activity using “Heroes,” “Role Models,” or others as your key words.