Learning Unit
A Walk in the Woods: The Legacy of the Haudenosaunee

Content Knowledge

Essential Questions

In what ways do the Haudenosaunee deserve our appreciation and respect?

How have the Haudenosaunee made a difference in our world?

How does the Haudenosaunee respect for nature reflect their lifestyle?

Initiating Activity

Learning Context:

Students will be engaged in an interdisciplinary learning unit by walking in the moccasins of the Haudenosaunee to learn how they lived.

Students will collaborate and work in cooperative groups representing each of the 6 nations. They will conduct themselves as a matriarchy. They will hunt for and gather cultural information in their designated group using the library for books and Internet resources. The following lesson was adapted with permission from the Crossroads Units located at
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr3/unit1/ulg314.html
titled "Unit I: A World of Their Own: The Americas to 1500"

In order to foster an interest in and respect for the Haudenosaunee as people, it is vital that students be emersed in the stories told by these insightful people. As a result, folktales and legends will be explored and interpreted by students. It is also important for students to understand the meaning of a legend. In Myths and Legends From Around The World, Sandy Shepard states that "Legends are poetic stories remembering an event that actually took place a long time ago . . . and were woven into people's daily lives." Ask students what they know about legends and then discuss some that are common in our lives today. After the legend discussion, students will recreate a Native American storytelling gathering by sitting around a simulated campfire made of wood, twigs, rocks, and oaktag on the bottom. In the background, Native American music will be played. Students will listen to the teacher/librarian tell the Iroquois legend, "The Origin of the Iroquois Nations" located at www.axess.com/mohawk/iroquois/iroqnati.htm. To be authentic, this story must be told without reading it aloud. While listening, students may also indulge in Haudenosaunee foods such as popcorn, strawberries, raspberries, nuts, grapes, and water. After the story, students will pair up, think about what they've heard, and share ideas with each other for two minutes on how the six nations came into being and on how each plays a role in the group as a whole. They must also discuss how animals helped to create these people. Discuss with students how nature stems from the core of their being. Assess what students have learned from this legend by evaluating the responses being given aloud.

Learning Experiences

Students will work in cooperative groups and:

1. Write their own Haudenosaunee Legend into a book using pictographs.

2. Read And Still the Turtle Watched by Sheila MacGill-Callahan

• Write an essay to compare and contrast the turtle to the Haudenosaunee way of life.
• Write an essay to an environmental group for information on saving the earth from pollutants, destruction, and animal extinction.
• Implement one suggested plan of action as a class or as individual nations.

3. Read Eagle Song by Joseph Bruchac and respond to questions relating to the story by writing in journals.

4. Research Haudenosaunee culture. Each nation will have three topics on Haudenosaunee culture unique to each .group

Learning Experience 1:

Since the students have just heard a legend told orally, they are now ready to read one in cooperative groups arranged by the teacher/librarian according to interests, ability levels, etc. For example, advanced readers should be paired up with lower-leveled readers. Divide the students into 6 groups to represent each of the 6 Haudenosaunee Nations (Cayuga, Tuscarora, Seneca, Mohawk, Oneida, and Onondaga). Discuss the concept of a confederation since the Haudenosaunee established an Iroquois Confederacy. Once students are arranged in groups, a female group leader must be designated for each nation to represent a matriarchy. Discuss the concept of a matriarchy. Clans in the league are represented by a particular animal - the bear, the beaver, the deer, the wolf, the snipe, and the tortoise. Students will eventually research these animals to determine why the Haudenosaunee would choose these animals to represent them. They may choose one of those animals to represent their nation. Once the students are arranged into six groups and identified as a nation, they will each read a legend in Legends of the Iroquois. Since the Haudenosaunee expressed their thoughts and recorded major events by using pictographs or picture writing, students will be asked to select only those legends that have pictographs included in them. The group leaders (female) will make the final decision on the legend that they will read.

Read Haudenosaunee Legends:

While reading the legends, students are to pay close attention to the pictographs representing the stories. They are to notice how simple drawings can reveal a wealth of information. Once read, the students are then asked to focus on the themes, meanings, and events that may have lead to the origin of their legend. The teacher/librarian will observe ideas generated by each group while circulating from nation to nation. Then, each group leader is asked to share the theme, meaning, and event behind their legend with the entire class. A designated student will write notes on the board. With these ideas in mind, students will then write their own book on a Haudenosaunee legend using pictographs from pages 12-23 in Legends of the Iroquois. The group leaders will delegate job responsibilities - as illustrator, recorder, editor, publisher, materials manager, typist, etc. At this point, the teacher/librarian will review job responsibilities. Pictographs must be drawn and the stories are to be typed. Once the legends from each group are approved by the teacher/librarian by utilizing the rubric below, the students are ready to have their legends made into individual books, which will be laminated and bound. Then each group will storytell their legend to the rest of the class while referring to the pictographs that they used in their book. Group leaders will field questions and comments from the audience while pointing out the meaning, event, and theme behind their legend.

Assessment of Each Nation's Legend :

Adapted from Rubrics and Other Tools for Teaching Qualities by TEN SIGMA entitled "Writing (Elementary) Rubric" at info@tensigma.org

Learning Experience 2:

Read And Still the Turtle Watched by Sheila MacGill-Callahan. This is the eloquent story of a Native American group who revered a rock carving of a turtle. From the turtle, the people find blessings from the earth and experience good health, prosperity, and peace. Eventually the turtle becomes insignificant and is abused until one day its spirit is renewed. This story parallels the life story of the Haudenosaunee people and Native Americans as a whole. They were once prosperous and thriving, but later outcasted and mistreated. But now, with their stories being told, perhaps they will be respected as the turtle is once again.

Activity 1: Have the students write an essay to compare and contrast the life of the turtle to the life of the Haudenosaunee people. The 6 nations need to reunite and to work collaboratively. Each essay must be edited and assessed by the librarian/teacher. Refer to the checklist below. Once approved and completed, the leader of each nation will read them to the remaining students in the class. Comments, questions, and reactions may be addressed after each reading.

Compare/Contrast Checklist:

Adapted from a rubric from Strategic Learning Technologies, Inc. at www.rubrics.com

Activity 2: This story also parallels the conditions of our earth, how it was once respected by the Native Americans and is now polluted and urbanized. In addition, animal species are endangered. Share with students the concepts of pollution, urbanization, and endangered species. Then, discuss with students how these concepts are contradictory to the Native American way of life.

Each nation will write a letter to an environmental group to find out how to save the earth from pollutants, possible destruction, and animal extinction. Nation leaders from each group may decide whom they will contact. A combined effort from each group member is necessary when drafting the letter. Each group should contact a different agency. Organizations to contact are listed below.

The Children’s Rainforest, P.O. Box 936, Lewiston, ME 04240

Global Releaf c/o American Forestry Assoc., P.O. Box 2000, Department WM, Washington, DC 20013

Green Seal, Inc., P.O. 1694, Palo Alto, CA 94302

Kids Against Pollution, c/o Tenakill School, 275 High Street, Closter, NJ 07624

Save Our Streams Program, c/o Izaak Walton, League of America, 1401 Wilson Boulevard, Level B, Arlington, VA 22209

Ecosystem Survival Plan, c/o Norman Gershenz, San Francisco Zoological Gardens, 1 Zoo Road, San Francisco, CA 94132

Great Bear Foundation, P.O. Box 2699, Missoula, MT 59806

Marine Mammal Center, Golden Gate National Recreation Area, Sausalito, CA 94965

National Audubon Society, 645 Pennsylvania Avenue, SE, Washington, DC 20003

National Wildlife Federation, 1400 16^th Street, NW, Washington, DC 20036

Wilderness Society, 1400 I Street, NW – 10^th Floor, Washington, DC 20005

World Wildlife Fund, 1250 24^th Street, NW, Washington, DC 20027

Center for Action on Endangered Species, 175 W. Main St., Ayer, MA 01432

Defenders of Wildlife, 1244 19^th St. NW, Washington, DC 20036

Friends of Animals, Inc., 11 W. 60^th St., New York, NY 10023

Each nation will then share their responses with the whole class and implement one suggested plan of action as a class or as individual groups. The choice is up to the students, but it must meet the approval of the teacher/librarian. Collaboration with a science teacher is most effective on this part of the unit.

Checklist for each nation:

Learning Experience 3:

Iroquois Appreciation: Students are to read Eagle Song by Joseph Bruchac. Audiobooks will also be provided if available and necessary. To meet the varying reading levels of all students involved, it may be necessary to select other titles that are similar to this book that deal with Native American culture and assimilation. A suggested title by Joseph Bruchac is Children of the Longhouse which also deals with the Mohawk Indians.

The purpose of reading this novel is to gain an appreciation for the Haudenosaunee who assimilate into our culture and to discuss the difficulties that this presents. Discuss with students the concept of assimilation and the need for acceptance. Students are to keep a journal as they read this novel. They are to elaborate on how they would feel if they were a Native American experiencing the challenges and obstacles faced by a character such as Danny Bigtree. They will respond to focus questions in their own journals as they read this novel. Students may also record additional thoughts and reactions in their journals as they read each chapter. Class discussion will take place after journal entries are written.

Sample focus questions are listed below:

Checklist for journal writing:

Checklist for class discussions:

Adapted from a checklist by Strategic Learning Technologies, Inc. at www.sltech.com and www.rubrics.com

Culminating Performance

A learning experience adapted with permission from Crossroads Unit plans

http://ericir.syr.edu/Virtual/Lessons/crossroads/

Overview:

Students will create a Kidspix Presentation depicting the Haudenosaunee culture. In order to construct this multimedia demonstration, students will research aspects of Haudenosaunee culture to foster a respect, understanding, and appreciation for this group of people. They will also develop research skills in the process. Students will be arranged in groups of 6 to represent each of the 6 nations in the Iroquois Confederacy. Each nation will be responsible for 3 of the 18 topics. Once the research is complete, the information gathered from each nation will be compiled to make a multimedia presentation using Kidspix Technology. It may be helpful to involve a technology teacher in using Kidspix software.

Procedure:

1. This part emphasizes the writing aspect of this unit in an effort for students to gather the information that they need to make a Kidspix presentation on Iroquois culture. The teacher and the librarian must collaborate for this unit to be effective. To point out the

Native American books in the library, the librarian will select a student to determine the call numbers of Iroquois books in the Mandarin Library Catalog (970's). Then, anotherstudent will locate those books in the library and post laminated pictures of longhouses, wampum (seashell) beads, birch bark canoes, etc, by this section to draw in students' interest. The librarian also will point out books in the Reference section in the 970's that may also be useful to the students.

2. With the students, the librarian will review the table of contents and index pages that are located in most books and demonstrate how they make it easier to do research. Point out the similarities and differences in each and model how to use them. To model how to use the index, select The Iroquois: A First Americans Book and look for the table of contents and index. There is only an index. Pose the question: Do the Iroquois people like to be called "Iroquois" or do they prefer a different name? Using the index, look under Iroquois and you'll see "naming of, p. 6." Turn to page 6 and read aloud the first paragraph. Restate that the Iroquois refer to themselves as "Haudenosaunee" [write on board pronunciation key: (HM-d-nM-shMw'-n)] Since their enemy referred to them as "Iroquois", we will call them "Haudenausaunee" from now on. Mention that some books have neither a table of contents page nor an index. Discuss steps students can take in this case when looking for information (i.e., using heading, skimming, reading first and last lines of paragraphs, etc.).

3. The librarian will also review how to use the index of an encyclopedia to find information on the Haudenausaunee. They may also use other electronic media such as Electric

Library and on-line encyclopedias including New Book of Knowledge located at: GO.GROLIER.COM

4. Elaborate on the concept of culture.

Objectives: The students will be able to:

1. actively involve themselves within their nation to hunt for and gather information on the Haudenausaunee culture.
2. utilize at least 4 sources when gathering information; only one source can be a print or electronic encyclopedia.

3. write six or more paragraphs on the cultural aspects of Haundenausee life.

4. work collaboratively with their group members to develop a research essay on the nation in which the students are involved.

5. combine research essays from every nation to produce a Kidspix presentation on the Haudenosaunee.

Description of Lesson:

1. This lesson is comprised of a few mini-lessons that may take two to three weeks to complete. The students will utilize the "Kid Friendly Checklist" as they write their research essays and prepare them for submission. Students are expected to work cooperatively on this project to produce well-designed and fact-based essays.

• The following is a list of topics that students will research which are part of a "Culture Web." Discuss with students the meaning of a culture web. Three unique topics must be covered in every group

Topics:

1. FOOD, SHELTER, CLOTHING
2. BELIEFS/RESPECT FOR NATURE, EDUCATION, CUSTOMS AND TRADITIONS
3. TRANSPORTATION, TECHNOLOGY, ECONOMY
4. ART, CLAN ANIMALS, LEGENDS
5. TREE OF PEACE, GOVERNMENT, RESERVATION LIFE
6. CEREMONIES, LIFE TODAY, GEOGRAPHIC LOCATION

Each group must select three topics to research. Nation leaders will determine which students are assigned to a particular topic.

1. Students will need to ask themselves Who, What, Where, When, How, and Why queries on their assigned topics before the research process begins. This is necessary so that students will have a better idea on what information they are to be looking for once they begin to research for answers. Once the questions are formulated and each group member approves/revises them, the teacher/librarian needs to review them. Appropriate questions include:
   What is a reservation?
   Why do they exist?
   Who is responsible for organizing them?

• Once the questions are approved, large 5"x8" notecards are to be circulated. Students will receive 2-4 per topic. They are to document the sources that they use on these notecards. One notecard is needed for each source used. Each notecard must also include notes on it from that particular source. Refer them to the MLA Works Cited bibliographic notation for their documentation.

In order to jot down notes on notecards, students are to learn the "Trash 'N Treasure Method of Notetaking." Refer to "Reading for Information: The Trash 'N Treasure Method of Teaching Notetaking" by Barbara Jansen in School Library Media Activities Monthly, February, 1996, pages 29-32.

Students will utilize research skills mentioned in the initial part of this lesson in an effort to "gather" information and to answer the questions by using the notecards. This will be done in the library. Emphasize to the students the need to be neat and to write legibly on the notecards. They also may gather pictures of artifacts, art work, and other items to incorporate into their presentation. Collaboration on this lesson with the art teacher will add to the students’ presentations if they produce their own art work related to their topic of study and include it in their project.

Once the notecards are finished, the students are expected to review the answers on their cards with the other members in their nation. Any essential information that is not included must be added at this point. The teacher/librarian needs to check the notecards as well for accuracy and understanding on the topics being addressed.

• The teacher/librarian will need to model how to write a paragraph using a sample notecard. An example may be Earth Day and why we celebrate it. It is important at this point for students to see you writing impromptu and directly from the notecards. Your writing may be written on an overhead projector or easel. Now students will begin to generate their own paragraphs by using their notecards.

• During the writing process, students will need to have a conference with the teacher/librarian and with fellow nation members to gather feedback on their paragraphs. The act of peer counseling will aid students in the writing process as they share and consider each other’s input and ideas. This will also foster a "spirit of cooperation" evident among the Haudenausaunee.

• Once the writings have received teacher/librarian and group members’ approval, students are ready to finalize their essays. The writings of each group will be used to make the Kidspix presentation. They need to decide cooperatively how their project will be organized into a Kidspix Presentation.

This unit was adapted with permission from Crossroads Unit Plans written by Niskayuna and Sage teachers with Stephen Schechter as the project director.

The main page for the Crossroads Curriculum is http://ericir.syr.edu/Virtual/Lessons/crossroads/

Specific lessons originated from units titled:

"Unit I - A World of Their Own: The Americas to 1500"

"Unit I - Grade 3"

"Unit I - A World of Their Own"

Rubric for Collaborative Group Work adapted from Rubrics and Other Tools for Teaching Qualities by TEN SIGMA at info@tensigma.org and "Collaboration Rubric" by Janice Thiel located at http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html from the Triton Project.

Checklist for Collaborative Group Essays:

Adapted from "Kid Friendly Rubric" written by Paulette Wasserstein and CDE located at http://cde.state.co.us/askid4pt.htm

In the end, interviews will be conducted with each group leader to discuss: the best parts of the presentation, what worked well for them, what they might want to change, and what they learned most from this lesson and experience. They must also share what they value most about the Haudenosaunee. Then, students will share their Kidspix Presentation with other 4^th grade classes.

Rubric adapted from Lucinda Riedl's "Summary Rubric" in "Cooking Up The Weather" Unit located at http://www.title3.org/weather.htm

Connection to Learning Standards

Initiating Activity

Content Area: English Language Arts

Level: Elementary

Standards: English Language Arts 1.1

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Benchmarks: Summarize information found in texts (e.g. retells in own words).

Generate specific questions to clarify and extend meaning about topics.

Standards:English Language Arts 2.1

Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Benchmarks: Relate stories to personal experiences.

Make simple inferences regarding the order of events and possible outcomes.

Learning Experience 1: Write Haudenosaunee Legend using pictographs and make into a book.

Content Area: English Language Arts, Art

Level: Elementary

Standards: English Language Arts 1.2

Speaking and writing to acquire and transmit information requires asking, probing, and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Benchmarks: Write in a variety of formats (e.g. picture books, stories, poems, information pieces).

Use details, examples, anecdotes, or personal experiences to explain or clarify information.

Include relevant information and exclude extraneous material.

Standards: English Language Arts 2.2

Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and multi-layered.

Benchmarks: Write in response to literature.

Identify the main idea or theme of a story.

Write stories using basic literary elements (setting, theme, characters).

Standards: English Language Arts 4.2

Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Benchmarks: Read and discuss published letters, diaries, journals, (legends), to learn the conventions of social writing.

Standards: Arts 3 (Visual Arts)

Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with ways they are expressed in other disciplines.

Benchmarks: Know how people’s experiences (e.g. cultural background, human needs) can influence the development of specific art works.

Learning Experience 2: Read And Still the Turtle Watched and focus on environmental issues.

Content Area: English Language Arts, Science, Careers

Level: Elementary

Standard: Scientific Inquiry 1

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Benchmarks: Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

Standard: English Language Arts 2.2

Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Benchmarks: Write in response to literature.

Standard: Career Development and Occupational Studies 3a.3

Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.

This is evident when students work with other students on a group project to improve one aspect of the school’s operation.

Learning Experience 3: Read Eagle Song

Content Areas: Social Studies and English Language Arts

Level: Elementary

Standard: Social Studies 1.3

Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Benchmarks: Understand important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities.

Understand the daily life and values of early Native American culture.

Standard: English Language Arts 2.2

Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Benchmarks: Write in response to literature.

Culminating Experience: Research Haudenosaunee culture and make Kidspix Presentation.

Content Area: English Language Arts, Social Studies, Information Literacy, Careers

Level: Elementary

Standards: English Language Arts 1.1

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Benchmarks: Summarize information found in texts (e.g. retells in own words).

Generate specific questions to clarify and extend meaning about topics.

Standards: English Language Arts 3.2

Speaking and writing for critical analysis and evaluation requires presenting opinions and judgements on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgement is based.

Benchmarks: Evaluate own and others’ writing.

Standard: Social Studies Standard 1.3

Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Benchmarks: Gather and organize information about the important accomplishments of individuals or groups, including Native American Indians.

Standard: Information Literacy 1.3

Formulates questions based on information needs.

Benchmarks: Students will generate questions to clarify and extend meaning.

Standard: Information Literacy 2.4

Selects information appropriate to the problem or question at hand.

Benchmark: Gathers and organizes information on particular topics focusing on the

Haudenosaunee culture.

Standard: Career Development and Occupational Studies 3a.2

Thinking Skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.

Benchmarks: Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.

These standards and benchmarks are quoted directly from the Learning Standards written by the New York State Education Department.

Learning Experiences

Declarative Knowledge

Learning Experiences

Procedural Knowledge

Learning Experiences

Extending and Refining

Blueprint for Performance Task Vignette

Learner Outcomes/Content Standards/Benchmarks

Student products/performances

Criteria for evaluating student products/performances

Unit Schedule/Time Plan: 1-3 months

Work collaboratively with other teachers to complete this unit.

Written Overview:

This project will give students the opportunity to learn about a group of people from which we can learn so much. It encompasses a wide range of skills involving reading, writing, research, and technology.

Materials

Campfire simulation - wood, twigs, rocks, and oaktag for platform

Native American Music on CD or cassette tapes

Portable CD player/cassette players

foods such as popcorn, strawberries, raspberries, nuts, grapes, and water

laminated pictures of longhouses, wampum beads, birch bark canoes

MLA Works Cited Sheet

5"x8" notecards

Kidspix Software

Bibliography

Blakely, Martha. Native Americans and the U.S. Government. The Junior Library of American

Indians. Chelsea Juniors, 1995.

Bruchac, Joseph. Eagle Song. New York: Penguin Group, 1997.

Bruchac, Joseph. Native American Stories. Golden: Fulcrum Publishing, 1991.

Doherty, Craig and Katherine Doherty. The Iroquois. Danbury: Franklin Watts, 1989.

Edmonds, Susan. Native Peoples of North America: Diversity and Development. Cambridge

History Programme. New York: Cambridge University Press, 1993.

Ha-yen-doh-nees (Leo Cooper). Seneca Indian Stories. Greenfield Center: The Greenfield

Review Press, 1995.

Iroquois: Indians of North America. Schlessinger Video Productions. Videocassette. 1993.

"Iroquois." Scholastic Encyclopedia of the North American Indian. 1996.

Jansen, Barbara. "Trash-'N-Treasure Method of Teaching Notetaking." School Library Media

Activities Monthly, February, 1996: 29-32.

Keepers of the Western Door. Oneida Boces Videocassette V0367.

MacGill-Callahan, Sheila. And Still the Turtle Watched. New York: Dial Books for Young

Readers, 1991.

McCormick, Anita Louise. Native Americans and the Reservation in American History.

Springfield: Enslow Publishers, 1996.

Miller, Jay. American Indian Foods. A New True Book. New York: Children's Press, 1996.

Music and Dance of the Seneca. Oneida Boces Videocassette V0362.

Nations Curriculum Resource Kit. Oneida Boces Videocassettes K0514.

Ridington, Jillian. People of the Longhouse: How the Iroquoian Tribes Lived. Buffalo: Firefly

Books, 1982.

Shepherd, Sandy. Myths and Legends From Around the World. New York: Macmillan Books for

Young Readers, 1994.

Sherrow, Victoria. The Iroquois Indians. The Junior Library of American Indians. New York:

Chelsea House Publishers, 1992.

Sneve, Virginia Driving Hawk. The Iroquois. A First Americans Book. New York: Holiday

House, 1995.

Tehanetorens. Legends of the Iroquois. Summertown: Book Publishing Company, 1998.

Wolfson, Evelyn. Growing Up Indian. New York: Walker and Company, 1986.