The Wabanakis: Ecology & Economy – Teacher Guide

An Introductory Lesson for Middle School (Gr. 7 or 8)

Elizabeth Sky-McIlvain

Freeport Middle School

betsy_sky-mcilvain@coconetme.org

Overview: Students will read about the land-based economy of the Wabanakis, review Native Contributions to agriculture and medicinal technology, then complete an activity focused upon Seasonal Migrations. At the close of the activities, students will:

• Demonstrate an understanding of the meaning of land-based economy.
• Demonstrate an understanding of the interrelationship between the pre-Contact Wabanakis and their world.
• Demonstrate an initial understanding of the effects of Contact on the Wabanakis.

MLR: HISTORY B-2, GEOGRAPHY B2, B3, ECONOMICS B-1

Resources:

• "The Myth of the Limits of Horticulture" and other selections from Norumbega Reconsidered - http://www.davistownmuseum.org/publications/volume4.html#norumbega
• American Indian Contributions (available from Elizabeth Sky-McIlvain)
• Native Circle: Indian Influence and Contributions: http://www.nativecircle.com/iic.html
• (recommended for classroom use) The Wabanakis of Maine & the Maritimes – see section D for plant, medicines and hunting information – D43-D57.
• Maine Dirigo (latest edition of text): p. 38-43
• Seasonal Migration – a lesson with assessments – http://www.leasttern.com/Lessons/SeasonalMigration
• Mapping the Wabanakis – it is recommended that at least one of these lessons be completed – http://www.leasttern.com/Lessons/Mapping
• Wabanaki World View – Key Points for Middle School – http://www.leasttern.com/Wabanaki/Lessons/WorldView.htm

Time: 3 70-minute class periods, 2 homework assignments

Vocabulary:

1. economy – the production, distribution and consumption of goods and services

2. land-based economy – an economy in which all necessary products are renewable resources or agricultural resources gained from the available lands and waterways – availability or growing conditions determine supply – this does not mean there was no trading for other goods and services

3. market economy – an economy in which the setting of prices and allocating of resources are determined largely by the forces of supply and demand.
4. profit – the financial gain after the sale of a product – the difference between production cost & purchase or production price
5. semi-nomadic – moving seasonally from place to place with settlements are various times in the yearly cycle
6. agriculture – the science of cultivating the land, producing crops – "gathering" means the collection of food resources as and where they naturally occur
7. horticulture – the science of cultivating plants, especially flowers, fruit, and vegetables in gardens
8. indigenous – originating in a country or territory or region (of plants and animals)
9. Mawooshen and Norumbega - "mythical" large and prosperous Native American settlements/trade centers that archaeologist now believe did exist in Maine)

Teacher Background: It is important for the teacher to have an understanding of the conflicting roles of Land in the Wabanaki and the European worldviews and economies. For a general overview see Wabanaki World View – Key Points for Middle School. If students have not completed a pre-teaching activity, such as What is "Indian" or an Indian K-W-L, this should be done before this lesson.

Method:

1. Day 1 – "The Myth of the Limits of Horticulture" - Jigsaw –

a. Seat students in groups of 3.

b. (optional and recommended) Create a Word Scatter or a Pictionary game using the natural resources listed in the "The Myth" handout. See samples of these activities in the Introductory Lessons section of this Notebook.

c. Distribute copies of "The Myth of the Limits of Horticulture", "Maritime Resources" and "Ecology is Economy" to each group (or send students to the website – there is an easy-to-follow menu there): http://www.davistownmuseum.org/TDMnativeAm.htm).

d. Distribute copies of "American Indian Contributions," copies pages from The Wabanakis of Maine and the Maritimes (section D), or send students to the Native Circle website: http://www.nativecircle.com/iic.html

e. Distribute the Reading Organizer.

f. Have groups distribute the reading sections within the group. Each student should complete one section of the Organizer.

g. Allow about 30 minutes for this activity. Students who finish early should move on to another section of the reading/Organizer.

h. Remind groups to return to and complete the first question as a group!

i. Regroup students – students should sit in groups with those who completed an organizer for the same section.

j. 20 minutes: Review information – compare and discuss items that are new to ALL members of the group – at this point, students should use laptops and other resources to learn more about plants and animals that are new to them and to research diseases and Wabanaki locations pre-contact, epidemics, etc.

k. 10 minutes: Return to original groups. Allow remaining class time for "reporting back" – extend this into the next class if necessary.

l. Log: What is the most impressive or surprising thing you learned today?

m. Homework: Research one specific Native use of nature that is, or could be, important today.

2. Day 2: Seasonal Migration –

a. If needed: Review orally the findings of each group

b. Summary Points: Summarize in note form:

ß The roles of agriculture/horticulture and harvesting pre-Contact (worldview)

ß The contributions of Native Americans in New England to European agriculture, contemporary horticulture, conservation

ß The ecological worldview of Native Americans in New England

c. Distribute copies of the Seasonal Migration activity. (Teachers should first review the Teacher's Guide). A Differentiated Activity is provided as well.

d. The activity can be done in class or for homework.

e. At least one of the Extension or Follow-up Activities should be completed.

3. Day 3: Wrap-up & Assessment

a. As a class, summarize what students have learned about the Wabanakis economy pre and post-Contact.

b. Identify the changes that directly resulted from actions of the Europeans.

c. Identify changes that resulted from a desire on the part of the Wabanakis to better their lifestyles.

d. Identify Native American "resources" and products that have improved the our economy.

e. Assessment:

ß The Assessments for the Seasonal Migration activity, including the organizers, can be used.

ß Students can be asked to write short constructed response paragraphs that address the Summary Points listed in 2b. above.