Is there anything teachers need to know before using the lessons?

This guide has lesson plans for elementary, middle and high school age students. Plus, the educator guide itself can be used as a reading for college (or high school) students. The guide also contains links and resources to inspire teachers and educators of all ages. 

We encourage teachers to read the educator guide to familiarize themselves with the basics about the Abenaki before diving in, but the lessons themselves are stand-alone and can be completed in any order. 

Is it cultural appropriation to grow 3 sisters agriculture or cook sagamite in my classroom?

Great question! Cultural appropriation is a very complex topic (and also a great field to explore with your students) Britannica defines cultural appropriation as:

“Adoption of certain language, behavior, clothing, or tradition belonging to a minority culture or social group by a dominant culture or group in a way that is exploitative, disrespectful, or stereotypical. An imbalance of power between the appropriator and the appropriated is a critical condition of the concept.” (link)

These materials contain specific cultural knowledge shared by the Abenaki people. These recipes, agricultural practices, techniques for hunting and fishing, and other “foodways” are part of the cultural and ethnic heritage of the Abenaki people, who have shared these concepts with us in the form of educational lessons with the intention of helping others appreciate authentic Abenaki culture. As such, we have carefully vetted the lesson plans with Abenaki knowledge-keepers, so that teachers, in following the curriculum and giving thanks to the originators of the materials, can feel comfortable cooking sagamite, growing corn, beans and squash, and learning about other cultural aspects of the Abenaki. For a deeper dive on the topic, we recommend “Indigenizing or Appropriating? Navigating the Boundaries of Institutional Decolonization”

What involvement did the Abenaki have in this project?

This guide was created in collaboration with the W8banaki (Abenaki) Nation, a sovereign nation whose people have inhabited this land now called Vermont since time immemorial. Retreating from the wars of colonization, the Abenaki established communities at Odanak and W8linak, near the northern edge of their territory, which later became part of Canada. However, the Abenaki people continue to live throughout Vermont and beyond.

The Abenaki Nation is part of the Wabanaki Confederacy, which includes four other federally-recognized Tribes: The Panawahpskek (Penobscot) Nation, Peskotomuhkati (Passamaquoddy) Tribe, Mi’kmaq Nation, and the (Wolastoqiyik) Houlton Band of Maliseet Indians, with whom the Abenaki have shared roots in language, culture, genealogy, and ongoing political relations. 

The VT state-recognized tribes, who do not share genealogical nor historical connections to the Abenaki, have their own story. And, they also have their own educational materials which are widely available to teachers. This guide does not endorse those resources, but it also doesn’t discourage teachers from checking them out and making their own informed decisions on what to utilize. For older students, the concepts of tribal sovereignty and identity themselves can be interesting topics for reading and discussion, and we encourage teachers to check out our Learning Journey page to learn more.

What are the future plans for the Project?

Over the coming months and years we plan to add more lessons, videos, and other content, as well as revisions to existing content based on feedback from educators. Sign up for our email list and check back soon for updates and more opportunities for connection!