1. Crossroads of Empire: Old Fort Niagara July 11-14, 2011

2. Group #1, Grades 5-8 Dorothy Adams Elizabeth Higgins Mona Kolsky Karen Mora Jill Nysse

3. Analyze This: A Lesson Using Primary Source Documents Objectives: Students will increase understanding of Iroquois- European trade relations  Students will learn the names and locations of the Iroquois/Haudenosaunee Nations Students will understand the geography of the Iroquois homelands effected those Relations Students will learn to analyze primary source materials

4. Time/Periods: 4 Materials: Copy of book Giving Thanks, A Native American Good Morning Message by Chief Jake Swamp Fort Niagara: The Struggle for a Continent, DVD Copy of book...If You Lived with the Iroquois by Ellen Levine Class set of the map “1750 Map of European Settlements and Indian Tribes” Class set of a copy of the painting “Trade Room at Fort Niagara” Class set of journal excerpt from Jesuit Relations and Allied Documents Wampum belt (photograph if artifact is not accessible) Class set of document analysis worksheets: map, artifact, painting/photograph,written

5. Teacher Background Information: Link: http://oldfortniagara.org/history/

6. Procedure: Period #1 1. Teacher will read aloud the book Giving Thanks, A Native American Good Morning Message and have a brief class discussion. 2.Students will view the DVD, Fort Niagara: The Struggle for a Continent, to be followed by class discussion. Upper grade students may take notes while watchingthe film.

7. Period#2 1.A shared reading of specific sections of the book,...If You Lived with the Iroquois by Ellen Levine. 2.Class discussion of the reading. Note to teacher: You may want to share some of the background information provided on Fort Niagara with your students.

8. Period # 3—Modified “Jigsaw” 1. Divide class into small groups of 4-5. 2. Assign a role to each student in the various groups— facilitator, recorder, reporter(2), timekeeper. 3. Distribute a different primary source material to each group. Provide the students with 5-8 minutes of group discussion on the material being examined. 4. Distribute the appropriate analysis worksheet to each group. 5. The facilitator in each group will lead the discussion in exploring the primary source in order to complete the task. 6. The recorder in each group will complete the worksheet.

9. Period #4 1.Provide 15 minutes for each group to prepare for a presentation of their findings from analyzing their primary source material. 2.The reporter(s) from each group will show the class the primary source they analyzed and briefly share their findings, using the analysis worksheet as a guide. Extension Lesson: Students will read and discuss the article, Iroquois Food.