Grade 10/11

The Great Law of Peace

The Great Law of Peace may be considered one of the first democratic constitutions created in North America. The Haudenosaunee people came together, following the message of the Peacemaker and thus was born the guidelines for governance, civilty and well-being known as the Great Law of Peace. Although comprehensive in instruction, the three main pillars of the law are Peace, Power and Righteousness. The Great Law is available in written forms today, however, it's original version has been passed down orally for generations; recitals of the Great Law still take place in Haudenosaunee communities today, where people gather to listen, keeping the teachings alive and current as it continues passes through the generations.

Lesson Guidelines 

Teaching Objective(s): Students think critically about the application of the Great Law of Peace in both historical and contemporary contexts. Students construct their own meaning and articulate ideals for society.

Instruction ideas

Introduction: Read (or listen to) the story of the Peacemaker together. Ask students to consider what the larger themes are in this historical account of how the Iroquois (Haudenosaunee) confederacy came together. This is a good opportunity unpack the history that lead to the creation of the Great Law of Peace. 

A. The message of the Peacemaker was that for the confederacy to thrive after being in turmoil, they needed to adopt the three main pillars of the Great Law. Discuss why these three pillars were chosen to create a functional and cooperative society. Consider if you were to add a 4th pillar, what would it be and how would it compliment the other 3. Consider how the lessons in the story reflect the 3 pillars, and justify your 4th pillar using the story.

B. Have students define Peace, Power and Righteousness, naming an example from politics or history that demonstrates their definition.

C. Consider the the contemporary Canadian context; do peace, power and righteousness fit into the political and social landscape that is Canada. How are they similar or different from the teachings of the Peacemaker? Do peace, power and righteousness look the same? Consider where we see (or don't see) these values represented in this country.

D. The peacemaker uses the example of bundled arrows to depict how the creation of the confederacy will create a stronger society. Challenge students to consider what they consider to be the 3 pillars necessary for their shool, their community, the country or just their classroom. Ask them to create an analogy or image that depicts their chosen pillars. Invite them to present this to the class, to the principal, their school community and peers, or to create a video to share publicly. Ensure that each student is mindful of the fact that they are taking what they have learned about the historical teachings on the Haudenosaunee people, and inspiring their own movement forward as they consider what society can look like.

Enrichment: Examine the Indian Act, the imposed legislation to govern the Indigenous People's of Canada; consider how some of the key pillars of the Indian Act worked to dismantle teachings from the Great Law. (see video here)