Supporting Question 1 presents material about Abenaki relationships with the environment, natural resources, and their relationships with their neighbors.
| Supporting Question 1 |
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| How do geographic features and the environment affect the daily lives, cultural practices, and relationships of the Abenaki people? |
Assessment Objective:
Students can explain how geography impacts the cultural practices of the Abenaki and can document their learning in a variety of ways.
Standards Alignment
The following C3 standard aligns with all activities for Supporting Question 1 (SQ1). See “Section 4: Standards Alignment” for further details.
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C3 Framework for Social Studies
Standard Assessed for Grades 3–5
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources.
| Beginning | Progressing | Proficient | Proficient with Distinction |
| I can describe some of the cultural practices of the Abenaki of Vermont. | I can explain how the cultural practices of the Abenaki in Vermont are impacted by geography or its natural resources. | I can explain how the cultural practices of the Abenaki in Vermont are impacted by geography and its natural resources. | I can explain, with specific examples, how the cultural practices of the Abenaki in Vermont are impacted by geography and its natural resources. |
Potential C3 Standards for Other Grade Bands
For Grades K–2
D2.Geo.8.K-2. Compare how people in different types of communities use local and distant environments to meet their daily needs.
For Grades 6–8
D2.Geo.8.6-8. Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
For Grades 9–12 D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
International Society for Technology in Education (ISTE)
Students
1.2.b. Demonstrate empathetic, inclusive interactions online and use technology to responsibly contribute to their communities.
Educators
2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
Education Leaders 3.5.d. Develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning.
American Association of School Librarians (AASL)
Learners
V.A.2 Learners develop and satisfy personal curiosity by: Reflecting and questioning assumptions and possible misconceptions.
School Librarians
V.C.2 School librarians prepare learners to engage with the learning community by: assisting learners to co-construct innovative means of investigation.
School Libraries V.B.3 The school library facilitates construction of new knowledge by: Establishing and maintaining a learning environment conducive to independent and collaborative exploration and problem solving.
National Core Arts Standards for Visual Arts Potential Alignment
Grades 3–5 Standards
VA:Cr2.2.5a. Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
VA:Cr2.3.3a. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
VA:Cr2.3.4a. Document, describe, and represent regional constructed environments.
Historical Context: Supporting Question 1
The following information comes from the “Deep Roots, Strong Branches” traveling exhibition, Vermont Abenaki Artists Association, curated by Vera Longtoe Sheehan (Sheehan, 2025e). Share as much or as little with your students as needed to successfully complete the activities that follow.
Environmental Changes in N’Dakinna
AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) History TimelineA graphic representation that shows a chronology of events (in the order they occurred) on a line. . (Abenaki Arts & Education Center, 2023) After living in the same region for thousands of years, Abenaki people were experts in using renewable resources and sustainable practices. The “Abenaki History Timeline” poster (Abenaki Arts & Education Center, 2023) and the “Summary of 12,000 Years of Abenaki History” (Sheehan, 2025k) provide clues about…
Geographic Features Across N’Dakinna
Travelers in AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) territory followed an intricate network of foot trails and waterways. Rivers enabled people in canoes to travel faster than people on foot, making it easier to visit family, friends, and allies. Rivers also made it easier for other people (strangers and newcomers) to travel into the territory. In some areas, strong river…
Abenaki Relationships with Neighbors
The Great Peace of Montreal, 2001 Canadian postage stamp (Tessier, 2001) Historically, it was common for Northeastern tribal groups to respect each other’s individual hunting territories, and to come together at shared resource-gathering sites, without the need to draw fixed lines on a map. Sometimes, neighboring communities supported each other, but at other times (especially…
Formative Performance Tasks
The Compelling Question activity created student interest in the topic, elicited prior knowledge, and set the trajectory for their learning journey using an inquiry-based Visual Thinking Strategy (VTS). Now, to explore Supporting Question 1, choose at least one of the following activities.
SQ1 Matching the Natural Resource to Its Use (Grade 3)
Overview After a field trip, visiting one or more websites or exhibitions, and possibly using some of the other resources listed, students engage in a matching activity to identify the relationships between AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture and geographyThe study of places on Earth, their features, and the people who live there. /natural resources. Worksheet You may obtain PDF versions of the worksheets from the Worksheets page or simply click the worksheet…
Continue Reading SQ1 Matching the Natural Resource to Its Use (Grade 3)
SQ1 Creating a Graphic Organizer (Grade 5 and up)
Overview Graphic organizers vary in format and purpose. They are often used to help students process their ideas for another task, such as giving a presentation or writing an essay. This activity will prepare learners to answer the question “What is the relationship between the AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) and their environmentAll the physical surroundings on Earth, including everything living and nonliving. ?” Worksheets There is a choice of…
Continue Reading SQ1 Creating a Graphic Organizer (Grade 5 and up)
SQ1 Turn-and-Talk and Discussions
For this activity, separate discussion Prompts, Resources, and Sample Student Responses have been provided for grade 3, grades 4–5, middle school, and high school. Overview Students participate in a Turn-and-Talk discussion in which they explain the relationship between geographyThe study of places on Earth, their features, and the people who live there. , natural resourcesParts of the environment that people use, such as sunlight, air, water, soil, rocks, fossil fuels, and living organisms. , and the culture of the AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994). This peer-to-peer strategy helps students improve their communication…
SQ1 Writing Informational Text
For this activity, separate Worksheets, Resources, and Sample Student Responses have been provided for grade 3, grades 4–5, middle school, and high school. Overview The writing prompts on the worksheets for this activity give students an opportunity to organize information, share their ideas, and reflect on their understanding. We encourage you to adaptTo make changes to something more suitable for a new purpose. these worksheets…
SQ1 Visual Arts Integration: Make a Map
This activity can be adapted for all grade bands. Overview Hands-on visual art activities are a good way for students to engage with the content about AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture while enhancing comprehension and retention of the material. Integrating art into the American AbenakiAbenaki tribes, families, and people who live in the United States. Vermont has four recognized Abenaki tribes; for more information visit Abenaki Alliance. Curriculum fosters a deeper understanding of complex regional history. During this activity, students…
SQ1 Extension Activity
Revisit Students’ Questions Revisit students’ questions from Generating Curiosity under Staging the Compelling QuestionFrom the Inquiry Design Model (IDM) At a Glance: “Compelling questions address issues in and across the academic disciplines that make up social studies. They reflect students’ interests and the curriculum and content with which students might have little experience, Example: Was the American Revolution revolutionary?”(Grant et al., 2014). Have them now try to answer those questions using evidence from the original image of the “Fish-In” and what they have learned in the Supporting QuestionFrom the Inquiry Design Model (IDM) At a Glance: “Supporting questions are intended to contribute knowledge and insights to the inquiry behind a compelling question. Supporting questions focus on descriptions, definitions, and processes about which there is general agreement within the social studies disciplines, which will assist students to construct explanations that advance the inquiry. Typically, there are 3–4 supporting questions that help to scaffold the compelling question. Example: What were the political changes that resulted from the American Revolution?” (Grant et al., 2014) 2 activities to explain their thinking. Use Research Tracker Sheets Throughout this learning journey, students…
SQ1 Technology Extension
Topographical maps can be uploaded to your digital collaboration medium of choice so that students can work with them in groups. This supportsStructures and strategies that help a student access content and demonstrate what they know and can do. differentiated learning and allows students to use an overlay, such as Google Earth, to understand the material. Upload the Vermont Topography [Road atlas of USA and Canada] (Vermont Topography Terrain Map Topographic…