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 rapids and mountains acted as natural barriers, making it harder to travel for trade and alliance. But a close familiarity with river currents and mountain passes could also provide protection from attacks. Abenaki people have long depended on local knowledges to find and access natural resourcesParts of the environment that people use, such as sunlight, air, water, soil, rocks, fossil fuels, and living organisms. , and to figure out how best to navigate rivers and natural landscapes. For example, if people want to build a wigwam (a bark-covered lodge used as a home) they need access to the forest to harvest saplings for the frame, bark for the roof, and reeds to weave into mats. If people want to plant, they need to know where to find a meadow with fertile soil for growing crops.
The various groups of IndigenousThe first people living in any region, distinct from later arrivals. people who lived in the Northeastern parts of the North American continent had much in common. They preferred to live near rivers and forested areas, where they could find abundant natural resources that met their daily needs for food, clothing, and shelterA place or structure that protects people from the weather. (hunting, fishing) and that provided tools and inspiration for culturalRelating to the beliefs, language, traditions, and other ways of living that a group shares. practices (crafts, art, oral traditions).
Using “Native Land Digital,” (Banaszak, 2022) you can identify some early Abenaki neighbors. This website offers a searchable interactive map with colored overlays. If you conduct a search for “Abenaki Territory,” the map quickly provides a visual representation of the historical Abenaki homelands that we call “Ndakinna”. Neighboring tribes, such as the Mohawks to the west and the Mohicans at the southwest corner of Vermont, are represented through additional color overlays. You may notice that these colored overlays are quite different from a topographic map (showing geographic features that form natural boundaries), or from a modern state map (showing political divisions). Before colonization, there were no hard and fast dividing lines that separated tribal communities; accommodations were negotiated to ensure peaceful travel and access.
You can find additional information about geographical features and natural resources in the Resources listed for each formative performance taskFrom the Inquiry Design Model (IDM) At a Glance: “Formative performance tasks are activities designed to help students practice the skills and acquire the content needed to perform well on the summative task. These tasks are built around the supporting questions and are intended to grow in sophistication across the tasks. The performance tasks threaded throughout the inquiry provide teachers with multiple opportunities to evaluate what students know and can do so that teachers have a steady loop of data to inform his/her instructional decision-making. Example: Write a paragraph that compares the political rights of white, black, and Native American men and women before and after the American Revolution.” (Grant et al., 2014) .
The above information comes from the “Deep Roots, Strong Branches” traveling exhibition, Vermont Abenaki Artists Association, curated by Vera Longtoe Sheehan (2025e). Printed with permission of the author. Share as much or as little with your students as needed to successfully complete the curriculum activities.
©2025. Vera Longtoe Sheehan. All Rights Reserved.