This section of the American Abenaki Curriculum describes all of the questions, student tasks, resources, standards alignment, and other notes to educators that are needed to thoroughly investigate and assess the compelling question.
To navigate the Comprehensive Inquiry use the Bubble Menu on the right. Click the Information icon on the mid-right edge of the webpage to open a Bubble menu. Hover over each icon to enable a short description of the content. Then click on the icon to choose content to view.
Assessment Objective for Compelling Question
Students will use what they have learned about Abenaki culture to explain the challenges that the Abenaki have faced and share examples from multiple sources (written narrative, artwork, photographs, etc.) of how the American Abenaki have survived and adapted.
Standards Alignment for the Compelling Question
Click + to view Standards Alignment guidance. Click – to close the box when done.
C3 Framework for Social Studies
Standards Assessed for Grades 3-5
D4.6.3-5. Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
Potential C3 Standards for Other Grade Bands
For Grades K-2
D4.6.K-2. Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
For Grades 6–8
D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D4.6.6-8. Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
For Grades 9–12
D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
International Society for Technology in Education (ISTE)
Students
1.1.b. Build networks and customize their learning environments in ways that support the learning process.
Educators
2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Education Leaders
3.3.d. Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students.
American Association of School Libraries (AASL)
D.1.1. Learners participate in an ongoing inquiry-based process by: Continually seeking knowledge.
Staging the Compelling Question
Details regarding setting the stage for the compelling question are on this page.
Supporting Questions
Click on the links below for the full details of each Supporting Question (SQ).
- SQ1. How do geographic features and the environment affect the daily lives, cultural practices, and relationships of the Abenaki people?
- SQ2. What are some of the significant Abenaki lifeways (food, clothing, shelter, and art), and how are they adapted to their environment?
- SQ3. How do the Abenaki tribes demonstrate resilience and resourcefulness in maintaining their cultural identity from colonial times to today?