Author: Megan Brown & Ronald Bianchi
Grade Level: Grade 5
Materials:
 Comparing Symbols
 Student worksheets
o Great Law of Peace Excerpts 1-5
o Benjamin Franklin and Chief Canasatego quotes
o Document Analysis worksheet
 Assessment Score Sheet
 Secondary source (optional)
 Assessment Letter (optional)
HCPSS Curriculum Connections:
This task would be completed during the 5th grade unit, We the People. This lesson serves as an
extension after the students have learned about the U.S. Constitution.
HCPSS Social Studies Objectives:
Unit 4 Goal 2
a. Read to learn and construct meaning about social studies by using appropriate vocabulary and
comprehension strategies.
d. Analyze social studies information from a variety of sources by interpreting, evaluating and
synthesizing information and by recognizing relationships in and among ideas or events such as cause
and effect, sequence, main idea, and details.
Common Core ELA Standards
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text
RI.5.2. Determine two or more main ideas of a text and explain how they are supported y key details;
summarize
RI.5.8. Explain how to use reasons and evidence to support particular points in a text, identify which
reasons and evidence support which points.
ELA Connections
 Close Reading
 Think-Pair-Share
Task Question:
How did the Great Law of Peace serve as model in the formation of the United States Constitution?
Historical Thinking Skills Assessed:
 Sourcing
 Close Reading
Vocabulary:
Preamble
separation of powers
checks and balances
amendment
judicial review
bi-cameral legislation
branches of government
confederacy
Background for the Teacher
Dated back to some time between the 10th-15th century, The Great Law of Peace is an oral
constitution that was recorded on 117 beaded (wampum) belts, using symbols as memory aides rather
than specific words. It was later translated into English and there are numerous versions of the
document published. Although there are slight variations from the various accounts, the overall theme
remains the same throughout. Historians believe that this document played an important role in the
creation of the US Constitution. It is also said that Benjamin Franklin took a keen interest in this
document and used it as a model to create a stronger government for our country.
Called the Iroquois Confederacy by the French, and the League of Five Nations by the English, the
Iroquois refer to it as the Haudenosaunee Confederacy, meaning People of the Long House. The Great
Law of Peace brought peace amongst the Confederacy, which was made up of the Mohawks, Oneida,
Onondaga, Cayugas, Senecas, and later the Tuscaronas; all of which are located in central New York.
Disgusted by endless tribal wars, Dekanawidah (known as the “Peacemaker”) and Ayonwatha
(commonly known as Hiawatha”) convinced the people of the Confederacy to bury the hatchet and enter
a time of peace. The Great Law of Peace, known as Ne Gayanshagowa by the Iroquois, became their
federal constitution. This in turn created a united government that still meets today around the council
fire at Onondaga, near present day Syracuse, New York. The Great Law balanced power between the
federal assembly, the nations, and trans-national clans. The parallels to the United States Constitution
are very apparent and by studying the two documents there is a clear connection to our two party
legislature, three branches of government, checks and balances and the amendment process. Even when
comparing our national symbol (the United States Seal) to the Iroquois Confederacy’s “Great Tree of
Peace” similarities can easily be seen.
Much like our own constitution, The Great Law of Peace outlined the path to harmony and unity
among the warring nations and set out a proper form of government which allowed for the ideas of
peace, power and righteousness.
Haudenosauee Confederacy’s. The League of Nations. Retrieved on June 27, 2013 from
http://www.haudenosauneeconfederacy.com/
(1987). Iroquois Confederacy of Nations. Retrieved on June 27, 2013 from
http://www.gpo.gov/fdsys/pkg/CHRG-100shrg83712/pdf/CHRG-100shrg83712.pdf
Context Setting
 Display the two images The United States Great Seal and The Tree of Peace. Explain to the
students the name of each image and which government it’s associated with (US Government and
Iroquois Confederacy).
 The students should share similarities they notice between the two images and begin to make
connections to history. Ask some probing questions to get the discussion going. What do you see
in the first picture? (an eagle holding 13 arrows to represent the colonies, and an olive branch to
represent peace) What do you see in the second picture? (a tree representing peace, a weapon
underneath showing they are burring violence, and an eagle on the top of the tree that sees
everything) What similarities do you see? (tree/branch, weapon, eagle)
Document Analysis & Corroborating Evidence
 Explain to the students that up to this point, they learned that the Constitution was mainly
modeled after the Roman Republic. Tell them that they will now be learning about another
possible contributor to the formation of our government that is typically overlooked. Explain that
this is just one theory, and remind them that historians all have their own interpretations of the
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past. This will give the class an opportunity to make their own interpretations on the creation of
our government by looking at a new piece of evidence.
Pass out the Great Law of Peace excerpt #1 worksheet to the students. There are 4 excerpts so
two groups will be working on the same excerpt. As a class, read the first excerpt together. Model
how the students should take notes in the boxes.
Suggested responses might be Main Idea: Government is based on strength and peace,
introduction to their constitution, bringing together five nations/tribes to live in peace, all people
are welcomed as long as they follow the rules Key words: “I”, “ Peace and Strength”, “League of
Five Nations”, “obey the laws”)
The students should then reflect on what they have learned about the United States Constitution
(use the secondary source if needed.) While reflecting on the U.S. Constitution, have the students
think about connections to the first excerpt from the Great Law of Peace that they have just read.
Lead students to understand that it resembles the Preamble of the U.S. Constitution. Then students
should then use a highlighter to highlight phrases that support this connection. (Possible phrases
to highlight: “I… with the statesman of the Five Nations, plant the tree of peace”
Split the students into 8 groups and pass out excerpts #2-5 (2 groups will have the same excerpt.)
The students will then work within their group to complete their assigned excerpt. There are four
different excerpts from the Great Law of Peace. They will complete the boxes below as modeled
previously making sure to write down only the important information in the note section and then
draw specific connection between the two documents. Remind the class to highlight in the text to
support their thoughts.
Constructing Interpretations
 After the students have been given time to complete their note sheet, have a class discussion on
the four different excerpts and their comparison to the U.S. Constitution. Possible instructional
strategies could be charting on chart paper, Venn Diagram, table, etc. Make sure that all excerpts
are completely discussed and that students understand the connection between the two
documents.
Thoughtful Application
 Explain to the class that they are now going to use the information from the two documents to do
an activity where they will be asked to analyze two quotes surrounding the Great Law of Peace
and our United States Constitution.
 Students will then receive a copy of the two quotes involving Benjamin Franklin. The students
should read both of the quotes and then answer the sourcing and the close reading questions.
 Teachers will use the scoring sheet to score the close reading and sourcing questions relating to
the quotes.
 Possible extension: students write a letter as if they are Benjamin Franklin in response to the
Chief, thanking the Iroquois Federation for their ideas on how to create a government.
The United States Great Seal
The National Archives. Original Design of the Great Seal of the United States.
Retrieved on June 26, 2013, from
http://www.archives.gov/historical-docs/todays-doc/?dod-date=620
The Great Tree of Peace
Onondaga Nation, History-Birth of a Nation. Retrieved on June 26, 2013,
from http://www.onondaganation.org/aboutus/history.html
Gayanashagowa
“The Great Law of Peace”
(Founded by the Great Peacemaker, 10th - 15th Century)
The following are excerpts from the oral translation of the
Iroquois Confederacy’s constitution.
Excerpt #1
I am, [the Peacemaker]...with the statesmen of the League of Five
Nations, plant the Tree of Peace. Roots have spread out... their
nature is Peace and Strength. We place at the top of the Tree of
Peace an eagle... If he sees in the distance any danger threatening,
he will at once warn the people of the League. If any man or any
nation outside the Five Nations shall obey the laws of the Great
Peace They may trace back the roots to the Tree [and] be welcomed
to take shelter. The smoke of the Council Fire of the league shall
ever ascend and pierce the sky so that other nations who may be
allies may see the Council Fire of the Great Peace.
Main Idea:
Key Words and Phrases:
Connection to the U.S. Constitution:
Highlight the text evidence that supports this connection.
(1987). Iroquois Confederacy of Nations. Retreived on June 27, 2013 from
http://www.gpo.gov/fdsys/pkg/CHRG-100shrg83712/pdf/CHRG-100shrg83712.pdf
Gayanashagowa
“The Great Law of Peace”
(Founded by the Great Peacemaker, 10th - 15th Century)
The following are excerpts from the oral translation of the
Iroquois Confederacy’s constitution.
Excerpt #2
The Council of the Mohawk shall be divided into three parties as
follows: Tekarihoken, Ayonhwhathah and Shadekariwade are the
first party; Sharenhowaneh, Deyoenhegwenh and
Oghrenghrehgowah are the second party, and Dehennakrineh,
Aghstawenserenthah and Shoskoharowaneh are the third party. The
third party is to listen only to the discussion of the first and second
parties and if an error is made or the proceeding is irregular they are
to call attention to it, and when the case is right and properly
decided by the two parties they shall confirm the decision of the two
parties and refer the case to the Seneca Lords for their decision.
Main Idea:
Key Words and Phrases:
Connection to the U.S. Constitution:
Highlight the text evidence that supports this connection.
Parker, Aurthor C. (1916).. New York State Museum Bulletin. The Constitution of the Five Nations. 30-60.
http://archive.org/details/constitutionoffi00parkuoft
Gayanashagowa
“The Great Law of Peace”
(Founded by the Great Peacemaker, 10th - 15th Century)
The following are excerpts from the oral translation of the
Iroquois Confederacy’s constitution.
Excerpt #3
All the business of the Five Nations Confederate Council shall be
conducted by the two combined bodies of Confederate Lords. First
the question shall be passed upon by the Mohawk and Seneca
Lords, then it shall be discussed and passed by the Oneida and
Cayuga Lords. Their decisions shall then be referred to the
Onondaga Lords, (Fire Keepers) for final judgment.
Main Idea:
Key Words and Phrases:
Connection to the U.S. Constitution:
Highlight the text evidence that supports this connection.
Parker, Aurthor C. (1916).. New York State Museum Bulletin. The Constitution of the Five Nations. 30-60.
http://archive.org/stream/constitutionof
Gayanashagowa
“The Great Law of Peace”
(Founded by the Great Peacemaker, 10th - 15th Century)
The following are excerpts from the oral translation of the
Iroquois Confederacy’s constitution.
Excerpt #4
In all cases the procedure must be as follows: when the Mohawk and
Seneca Lords have unanimously agreed upon a question, they shall
report their decision to the Cayuga and Oneida Lords who shall
deliberate upon the question and report a unanimous decision to
the Mohawk Lords. The Mohawk Lords will then report the standing
of the case to the Firekeepers, who shall render a decision as they
see fit in case of a disagreement by the two bodies, or confirm the
decisions of the two bodies if they are identical. The Fire Keepers
shall then report their decision to the Mohawk Lords who shall
announce it to the open council.
Main Idea:
Key Words and Phrases:
Connection to the U.S. Constitution:
Highlight the text evidence that supports this connection.
Parker, Aurthor C. (1916).. New York State Museum Bulletin. The Constitution of the Five Nations. 30-60.
http://archive.org/stream/constitutionof
Gayanashagowa
“The Great Law of Peace”
(Founded by the Great Peacemaker, 10th - 15th Century)
The following are excerpts from the oral translation of the
Iroquois Confederacy’s constitution.
Excerpt #5
If the conditions which shall arise at any future time call for an
addition to or change of this law, the case shall be carefully
considered and if a new beam seems necessary or beneficial, the
proposed change shall be voted upon and if adopted it shall be
called, "Added to the Rafters".
Main Idea:
Key Words and Phrases:
Connection to the U.S. Constitution:
Highlight the text evidence that supports this connection.
Parker, Aurthor C. (1916).. New York State Museum Bulletin. The Constitution of the Five Nations. 30-60.
http://archive.org/stream/constitutionof
Document A
Chief Canasatego to Benjamin Franklin 1744
“Our wise forefathers established union and amity between
the Five Nations; this has made us formidable; this has given us
great weight and authority in our neighboring nations. We are a
powerful Confederacy; and, by your observing the same
methods our wise forefathers have taken, you will acquire fresh
strength and power.”
Onondaga Nation, Quotes. Retrieved on June 26, 2013, from http://www.onondaganation.org/aboutus/hist_quotes.html
Document B
Benjamin Franklin to James Parker 1751
" It would be a strange thing . . . if Six Nations of ignorant
savages should be capable of forming such a Union and be able
to execute it in such a manner that it has subsisted for ages and
appears indissoluble, and yet that a like union should be
impractical for ten or a dozen English colonies, to whom it is
more necessary and must be more advantageous, and who
cannot be supposed to want an equal understanding of their
interest."
Onondaga Nation, Quotes. Retrieved on June 26, 2013, from http://www.onondaganation.org/aboutus/hist_quotes.html
Document Analysis Worksheet
Document A
1. Type of
Document
Sourcing
2. Who wrote the
document?
3. Who was the
recipient of the
document?
4. When was the
document
written?
Close Reading
5. What are
some of the
author’s claims?
6. What words or
phrases does the
author use to
convince me that
he is right?
Document B
Document Analysis Score Sheet
1. Correctly identifies type of sources
Sourcing
2. Correctly identifies author of sources
3. Correctly identifies recipient of sources
4. Correctly identifies date of sources
Close
Reading
5. Correctly identifies at least 2 of the author’s claims
6. Correctly identifies at least 2 key words or phrases
_______ / 2
_______ / 2
_______ / 2
_______ / 2
_______ / 4
_______ / 4
Total _______ / 16
Document Analysis Score Sheet
1. Correctly identifies type of sources
Sourcing
2. Correctly identifies author of sources
3. Correctly identifies recipient of sources
4. Correctly identifies date of sources
Close
Reading
5. Correctly identifies at least 2 of the author’s claims
6. Correctly identifies at least 2 key words or phrases
Total _______ / 16
_______ / 2
_______ / 2
_______ / 2
_______ / 2
_______ / 4
_______ / 4
The Three Branches of Government
“Our federal government has three parts. They are the Executive, (President and about 5,000,000
workers) Legislative (Senate and House of Representatives) and Judicial (Supreme Court and lower
Courts).
The President of the United States administers the Executive Branch of our government. He enforces
the laws that the Legislative Branch (Congress) makes. The President is elected by United States citizens,
18 years of age and older, who vote in the presidential elections in their states. These votes are tallied by
states and form the Electoral College system. States have the number of electoral votes which equal the
number of senators and representatives they have. It is possible to have the most popular votes
throughout the nation and NOT win the electoral vote of the Electoral College.
The Legislative part of our government is called Congress. Congress makes our laws. Congress is divided
into 2 parts. One part is called the Senate. There are 100 Senators 2 from each of our states. Another part
is called the House of Representatives. Representatives meet together to discuss ideas and decide if these
ideas (bills) should become laws. There are 435 Representatives. The number of representatives each
state gets is determined by its population. Some states have just 2 representatives. Others have as many
as 40. Both senators and representatives are elected by the eligible voters in their states.
The Judicial part of our federal government includes the Supreme Court and 9 Justices. They are
special judges who interpret laws according to the Constitution. These justices only hear cases that
pertain to issues related to the Constitution. They are the highest court in our country. The federal
judicial system also has lower courts located in each state to hear cases involving
federal issues.
All three parts of our federal government have their main headquarters in the city of Washington D.C.”
(Turman Library)
Having all three branches with an equal amount of power within the government is referred to as
Separation of Powers. The framers wanted to ensure that no branch would have more decision making
power over any of the others in order to secure the rights of the people.
Another way the framers ensured the rights of its countries citizens was by utilizing a system of Checks
and Balances. This allowed for other branches to check on the decisions of the other branches. For
example, in order for a bill to become a law all three branches of government must approve it. Whether
the Legislative Branch or the Executive Branch proposes it, Congress must vote upon it. The bill is then
given to the President (Executive Branch). He has the ability to then pass or veto (reject) the bill. If it is
vetoed, it returns back to the Legislative Branch for revising. The Judicial Branch ensures that the bills
are Constitutional before they are passed as a law. Having all three branches of government involved in
passing the laws helps to protect the rights of the citizens and helps to limit the powers of each branch.
Harry S. Truman Library and Museum, Three Branches of Government. Retrieved on June 26, 2013, from
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm
After many long hours and numerous deliberations, the United States Constitution has been
written, signed, and ratified. You, Benjamin Franklin, have decided that you owe Chief
Canasatego (Onondaga) a response on how you used some of his ancestors’ principles in the
new constitution. In this letter to the Onondaga chief, make sure that you explain to the
chief how our U.S. Constitution connects to his Great Law of Peace. Make sure that you
include at least 2 specific connections between the constitutions.
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NAME: _____________________________________________________________
Date: _________________________