|NYS LEARNING STANDARDS|
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The educational programs at the Iroquois Indian Museum meet a number of the NYS Learning Standards. Here we include all of the NYS Learning Standards.
Arts Learning Standards
A1) Creating, performing, and participating in the arts. 5, 3
Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts.
Our craft workshop (#5) facilitates students creating one or more traditional Iroquois artforms, such as beadwork or cornhusk dolls. Sometimes students are engaged as performers and dancers in our storytelling program (#3).
A2) Knowing and using arts materials and resources. 1, 2, 5
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
All of our programs introduce the materials and resources utilized by Iroquois artists and craftspeople, although the three programs indicated(# 1,2, &5) have special focus in this area.
A3) Responding to and analyzing works of art. 1, 2, 3
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Our Visual Voices program (#1) and Archeology and Discovery program (#2)directly address this standard, while our Iroquois Stories program (#3) uses artworks to foster response and analysis of oral traditions.
A4) Understanding the cultural dimensions and contributions of the arts. 1, 2, 5
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of the past and present society.
All of our programs underscore the importance of art in human life, and the three programs (#1, 2, & 5) indicated give more attention to the connections between art and culture.
Social Studies Learning Standards
SS1) History of the US and NYS. 1, 2, 5
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
A number of the artworks on exhibit at the Museum address aspects of Iroquois history, and the relationship between Iroquois people and the United States, Canada, and New York State. Our post-contact archeological exhibits provide concrete and poignant evidence of this history.
SS2) World history.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Because the Iroquois Museum is an anthropology museum, we situate Iroquois art, culture, and history within a global and human context. Colonialism and cultural survival are global occurrences. This context is presented in the introduction that all groups receive at the beginning of their visit.
SS3) Geography. 1, 2, 4
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live -local, national, and global- including the distribution of people, places, and environments over the Earths surface.
Understanding the Iroquois loss of autochthonous homelands and subsequent sociogeographic re-organization onto some sixteen reservations and reserves is one of the things we try to send every student home with.
SS4) Economics. 2, 4
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making unites function in the United States and other national economies, and how an economy solves the scarcity problem through market And nonmarket mechanisms.
Both our Archeology program (#2) and Environments program (#4) directly address basic issues in economics, such as how people produce, distribute, and consume the things they need to live.
SS5) Civics, citizenship, and government. 1, 3
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Iroquois culture is famous not for monumental architecture, but for social organization. The contributions Iroquois culture has made to democracy and women's rights are widely acknowledged by many, including the United States Congress. A number of artworks here address the political aspects of Iroquois life.
Language Arts for English Learning Standards
E1) Students will read, write, listen, and speak for information and understanding. 1, 3
As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Most of the exhibits are accompanied by extensive labels that provide much cultural background for a given artwork. The Visual Voices program encourages students to read these labels. The Iroquois Stories program encourages listening skills.
E2) Students will read, write, listen, and speak for literary response and expression. 3
Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
The Iroquois Stories program introduces the concepts of oral literatures and traditions, and takes a comparative approach to different expressions regarding the creation of this world.
E3) Students will read, write, listen, and speak for critical analysis and evaluation. 3
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.
The Iroquois Stories program introduces symbols, and encourages students to analyze and evaluate oral as well as visual symbols.
E4) Students will read, write, listen, and speak for social interaction. 3
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
The Iroquois Stories program explores how mythical accounts can reflect social realities, such as between women and men, or humans and animals.
Language Arts Learning Standards
Non-English Language Arts Learning Standards
N-E1) Students will be able to use a language other than English for communication.
All visitors to the Museum are introduced to at least a few words from the Iroquoian languages.
N-E2) Students will develop cross-cultural skills and understandings. 1, 3
While all our programs are designed to facilitate students' development of these skills, the Visual Voices and Iroquois Stories programs are especially geared towards this standard.
Science and Technology Learning Standards
Mathematics, Science and Technology Learning Standards
M1) Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M2) Students will access, generate, process, and transfer information using appropriate technologies.
M3) Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
M4) Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 4
M5) Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. 4
M7) Students will apply the knowledge and thinking skills of math, science, and tech, to address real-life problems and make informed decisions. 4
Our Iroquois Environments program makes use of the anthropological concept of ethnoscience to describe Iroquois concepts about the natural world, which include principles and theories of causality, acquired knowledge of plant uses, and applications of this knowledge for healing and survival. We continue to work on creating curricula about Iroquois art and culture that engages students in mathematical and scientific understandings. We welcome teachers input.