A few years ago, the Vermont Commission on Native American Affairs was visited by a young student from Alburgh. She hoped the Commission could support her idea that public schools remain open on Indigenous Peoples’ Day so lesson plans might focus on Native Americans. Sage Gould, granddaughter of Missisquoi Chief Brenda Gagne, explained that her classmates had little idea why school was closed to celebrate a holiday they were unfamiliar with. They were aware of the controversy surrounding the discontinuation of Columbus Day in Vermont. Yet, they were relatively uninformed about the history, culture, or context surrounding Native Americans. Sage suggested that schools remain open so students could learn about the importance of the Native American presence.
Commission members enthusiastically concurred with Sage that more emphasis was needed on teaching Native studies, with a focus on Abenaki history and culture, as the Abenaki were considered the original inhabitants of Vermont. In a short time, several schools in Franklin and Grand Isle Counties committed to staying in session on Indigenous Peoples’ Day. These schools were part of the Title VI Indian Education consortium, which consisted of the Missisquoi Valley, Maple Run, and Grand Isle Districts, where approximately 520 students identified as Abenaki. While Commissioners were pleased these schools were open, they knew school administrators wanted resources that their teachers could incorporate into the Indigenous Peoples’ Day celebration. Therefore, the Commission initiated discussions with the four State-Recognized Abenaki tribes to explore the possibility of developing an American Abenaki curriculum for use in public schools throughout Vermont.
As the idea took shape, Commissioners and Tribal leaders realized a grassroots effort would require considerable time and resources. Thus, leaders began recruiting community members interested in education and cultural history. Every tribe was asked to support the project through hands-on contributions, such as collecting important documents in Tribal archives or providing monetary support. A “bare-bones” budget was developed, with considerable in-kind contributions from the tribes and their associated organizations.
The curriculum you are viewing represents a three-year effort. A committee was formed to steer this initiative from the outset. There were no shortcuts in the development process, as critical feedback loops were established to ensure that all Tribal stakeholders had a voice in the project. By prioritizing Tribal input in ensuring the curriculum’s accuracy, the committee was confident that people marginalized for generations had finally told their own stories.
In Vermont, a Social Studies teacher is responsible for researching, understanding, and conveying basic facts to her students while teaching them critical thinking skills. According to the State-adopted College, Career, and Civic Life (C3) Framework for Social Studies State Standards, young people should be taught to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (National Council for the Social Studies, 2025). Rather than accepting rote memorization as sacrosanct, we believe learners must be encouraged to actively construct their knowledge and understanding through experience, reflection, and interaction with their environment. This is what we seek to query Vermont students about.
During a time when “evidence-based” educational materials are being scrutinized, we believe that history can be a great teacher. Ideas may be explored when taught in the spirit of rich conversation, and artistic expression may be appreciated for its intrinsic beauty and worth. Children must be encouraged to develop the skills that allow them to challenge commonly held assumptions. This curriculum centers on inquiry-based learning, with questions and discussions becoming more sophisticated in line with the students’ developmental and cognitive growth over time. If we have succeeded, students and teachers alike will share a new appreciation for a culture and history that spans thousands of years. In learning about Abenaki art, history, culture, and customs, students may develop curiosity and a desire to learn about other tribes and civilizations throughout their state, nation, and the world. If our curriculum has piqued such interest, we will have accomplished a small milestone in developing lifelong learning. Such hope sustains those of us committed to the vibrancy of the American Abenaki experience.
Jeff Benay, Ed.D.
Chair, American Abenaki Curriculum Committee