The Iroquois:The Haudenosaunee - The People of the Longhouse

Lesson 1
(1 Day )

A.    Introduce different Tribes and regions
        (The League of Five Nations, The formation of the
          Haudenosaunee in 1000 a.d.)

B.    Read Iroquois History (pgs. 9-15 in The Iroquois)

C.   Read pages 77-79 in
  The Scholastic Encyclopedia of the North American Indian

D.   Make Turtle Shell Rattle (pg. 80 in More Than Moccasins)
       Fill with Cherry Pits.

E.  Begin family reading or individual assigned reading of Indian Captive
   (This will continue throughout following lessons)

Turtle Shell Rattle

  Lesson 2
(2 Days - 1 for clothing, 1 for headdress & jewelry)

A.    Read from 36-38 in The Iroquois

B.     Read general description of Native American dress on pgs. 39-40 in
   More Than Moccasins

C.    Begin making outfits & moccasins:

  1. Using More Than Moccasins, designs breech cloths, aprons, moccasins, and capes (pgs. 42, 43, 45, 46 & 49) and using descriptions of clothing in The Iroquois, (pgs. 36 & 38)
a. At this point, we used moccasin kits. I found a Native American patterned blouse at a second hand store that we modeled into a dress. We added a cape, cuffs and a wrap around muslin skirt, all painted with Woodland patterns. For our boys, we made the aprons and cuffs from felt and decorated them with puff paints in the Woodland designs.
D.  What kinds of jewelry and headdress did they wear?
1.  Review pgs. 37-38 in The Iroquois

2.  Read pgs. re than Moccasins

a. Make bear claw necklace or research a clan necklace

b. make a 'gustoweh' (headdress)

c. Wind beads and shells to hair combs

3.  Continue reading of Indian Captive
Clan Necklace Mohawk Gustoweh

Lesson 3
(4 Days - for construction of Longhouse, pottery & inner decorations)
A.    Read from 28-35 in The Iroquois

B.  Read pgs. 89. 185-188 in More than Moccasins

C.  Review pg. 79 in Encyclopedia of the North American Indian

D. The Iroquois were known as the Haudenosaunee, or 'People of the Longhouse'. Discuss the differences between a Longhouse and a teepee, pueblo, hogan or another form of dwelling and how it would affect the families to live in either. What purpose do they serve? Which is better for mobility of the tribe?

1. Begin construction of the Longhouse. We built ours with sticks, both fat (approx. 1/2" diameter), and thinner (1/4" dia. for cross bars) and strait twigs for the benches. We decided to make it partially open to be able to see inside. We used burlap to cover the sides that would be totally covered in bark to give the bark something to adhere to. Although I did hot glue the sticks at junction points, we also tied the sticks with jute to give it a more realistic appearance. We used pgs. 44 + 45 in The Iroquois Trail as a model, but if you don't have the book, you can get the idea from most pictures. Dad mounted the larger posts to a piece of plywood with screws from the bottom before we started constructing. We had also previously painted the plywood to look like ground and stream.

2. As construction continues over the next couple of days, discuss Government (social & political organization) of the "Five Nations of the League of Iroquois" (Mohawk, Oneida, Onondaga, Cayuga & Seneca)

a. Read pgs. 16-21 in The Iroquois
D.  Continue reading of Indian Captive

(LEFT) The Longhouse, filled with pottery we made from salt dough, rugs and beaded necklaces. We put the clan symbol over the door to represent what family lives in the house. (RIGHT) A close-up of the interior. We also used FIMO clay to make hanging corn and pistachio nuts for wooden bowls. We made mini fires between opposite families. We cut up an old woven fan to make area mats. A shelf above held more dishes and such. Although you cant see them, we also made mini bow & arrow sets. The pistachio nuts also helped make mini-turtle shell rattles!

Lessons 1-3
Lessons 4-6
Lessons 7-10

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