Prompt, Resources, and Sample Student Responses
Prompt:
Describe how 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) maple sugaring traditions demonstrate resilienceThe ability of people to recover quickly from a difficulty or to adjust easily to change. and cultural continuityThe process of people sharing their beliefs, traditions, and other ways of living from one generation to the next. .
Worksheet
Resources
- ‘It’s Everyone’s Thing’: A Tale of Sugar and CommunityA group of people living or working together in a particular area, or people belonging to a cultural group. [Online article in Whetstone Magazine] (Kaiwar, n.d.)
- Sugaring in Wabanahkik (Land of the Dawn): An Abenaki History of Maple [Online article in Audubon Vermont] (Cotnoir, 2021)
Sample Student Responses
- Abenaki people still make maple syrup, using it as a time for the community to get together and connect with one another.
- Some Abenaki people still make and use traditional maple sugaring tools, while others have adopted more contemporary tools.
- The technique for making maple syrup is the same as it was thousands of years ago, but the tools have changed.
- Sugaring camp, where people gather to tap trees and boil the sap, is a place of learning and a place for people to practice their traditional language.
Standards Alignment
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Potential Alignment: English Language Arts Standards
The Give One, Get One activity can support the following sampling of standards and serve as a starting point for integrating 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 with language arts instruction and assessmentA tool to measure what a student knows and can do..
Grades 3–5
CCSS.ELA-Literacy.SL.3.1.c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.1.b. Follow agreed-upon rules for discussions and carry out assigned roles.
Grades 6–8
CCSS.ELA-Literacy.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Grades 9–12
CCSS.ELA-Literacy.W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.