The American Abenaki Curriculum: A Journey of History and Resilience aligns with multiple curriculum standards. Explore this page to learn more about alignment and learning scales.
Alignment to the Compelling Question
How have the Abenaki people survived and adapted to their environment for thousands of years?
Prioritized C3 Framework (Career, College, and Civic Life) Standards Assessed
Assessment Objective: 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.
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.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can share what I have learned about the American Abenaki people. | I can use what I have learned about the American Abenaki to explain the challenges that they have faced. | I can use what I have learned about the American Abenaki to explain the challenges that they have faced and how they have survived and adapted. | I can use what I have learned about the American Abenaki to explain, with specific examples, the challenges that they have faced and how they have survived and adapted. |
D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can share examples from one source to explain how the American Abenaki people have survived and adapted. | I can share examples from two different sources to explain how the American Abenaki have survived and adapted. | I can share examples from three different sources to explain how the American Abenaki have survived and adapted. | I can share examples from more than three different sources to explain how the American Abenaki have survived and adapted. |
The Compelling Question can also support the following sampling of standards and guide educators when integrating the American Abenaki Curriculum with other content areas and grade levels.
Potential C3 Standards for Other Grade Bands
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.
C3 Standard 3.3 begins in grades 3-5.
Grades 6–8
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.
D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
Grades 9–12
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.
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.
Potential Alignment: International Society for Technology in Education (ISTE) Standards
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.
Potential Alignment: American Association of School Librarians (AASL) Standards
Learners
I.D.1. Learners participate in an ongoing inquiry-based process by: Continually seeking knowledge.
School Librarians
V.C.1. School librarians prepare learners to engage with the learning community by: Providing strategies for acting on curiosity about a topic of personal interest or curricular relevance.
School Libraries
V.C.3. The school library prepares learners to engage with a larger learning community by: Building and advocating for strong relationships with stakeholders who recognize and support an effective school library.
Alignment to Supporting Question 1
and Formative Assessments
How do geographic features and the environment affect the daily lives, cultural practices, and relationships of the Abenaki people?
C3 Framework (Career, College, and Civic Life) Standard Assessed
The following C3 standard aligns with all activities for Supporting Question 1.
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources.
Assessment Objective: Students can explain how geography impacts the cultural practices of the Abenaki and can document their learning in a variety of ways.
| 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. |
Supporting Question 1 can also be aligned to the following sampling of standards and guide educators when integrating the American Abenaki Curriculum with other content areas and grade levels.
Potential C3 Standards for Other Grade Bands
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.
Grades 6-8
D2.Geo.8.6-8. Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
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.
Potential Alignment: English Language Arts Standards
Grades 3–5
CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-Literacy.SL.3.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Grades 6–8
CCSS.ELA-Literacy.RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
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.
CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Grades 9–12
CCSS.ELA-Literacy.W.9-10.2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.W.11-12.2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.SL.11-12.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Potential Alignment: International Society for Technology in Education (ISTE) Standards
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.
Potential Alignment: American Association of School Librarians (AASL) Standards
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.
Potential Alignment: National Core Arts Standards for Visual Arts
Grades 3–5
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.
Middle School
VA:CR2.1.6a. Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
VA:CR2.3.7a. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas
VA:CR3.1.8a. Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
High School (Proficient level)
VA:Cr1.1.Ia. Use multiple approaches to begin creative endeavors.
VA:Re.7.2.Ia. Analyze how one’s understanding of the world is affected by experiencing visual imagery.
Alignment to Supporting Question 2
and Formative Assessments
What are some examples of significant Abenaki lifeways (food, clothing, shelter, and arts), and how have the Abenaki people adapted these lifeways to their environment?
C3 Framework (Career, College, and Civic Life) Standard Assessed
The following C3 standard aligns with all activities for Supporting Question 2.
D2.Geo.4.3-5. Explain how culture influences the way people modify and adapt to their environments.
Assessment Objective: Students can explain how Abenaki lifeways are adapted to their environment, can document their learning in a variety of ways, and communicate observations in written or spoken form.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can describe Abenaki lifeways (food, shelter, arts, and clothing). | I can explain how Abenaki lifeways (food, shelter, arts, or clothing) show how the Abenaki people have adapted to their environment. | I can explain how Abenaki lifeways (food, shelter, arts, and clothing) show how the Abenaki people have adapted to their environment. | I can explain, with specific examples, how Abenaki lifeways (food, shelter, arts, and clothing) show how the Abenaki people have adapted to their environment. |
Supporting Question 2 can also be aligned to the following sampling of standards and guide educators when integrating the American Abenaki Curriculum with other content areas and grade levels.
Potential C3 Standards for Other Grade Bands
Grades K-2
D2.Geo.4.K-2. Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.
Grades 6-8
D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
Grades 9-12
D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.
Potential Alignment: English Language Arts Standards
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.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
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.W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
CCSS.ELA-Literacy.SL.5.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under 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.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.
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.W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.SL.7.1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.W.8.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
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.
CCSS.ELA-Literacy.SL.8.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Grades 9–12
CCSS.ELA-Literacy.W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.W.11-12.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.SL.11-12.1.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
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.
Potential Alignment: International Society for Technology in Education (ISTE) Standards
Students
1.3.d. Build knowledge by actively exploring real world issues and problems, developing ideas and theories and pursuing answers and solutions.
Educators
2.2.c. Model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning.
Education Leaders
3.1.d. Model the safe, ethical, and legal use of technology and the critical examination of digital content.
Potential Alignment: American Association of School Librarians (AASL) Standards
Learners
VI.D.2. Learners engage with information to extend personal learning by: Reflecting on the process of ethical generation of knowledge.
School Librarians
IV.D.2. School librarians show learners how to select and organize information for a variety of audiences by: Formulating tasks that help learners to integrate and depict in a conceptual knowledge network learners’ understanding gained from resources.
School Libraries
IV.D.4. The school library engages the learning community in exploring resources by: Using local and external data to inform ongoing adjustments to the scope of the resource collection, and its audiences, formats, and applications.
Potential Alignment: National Core Arts Standards for Visual Arts
Grade 3
VA:Cr3.1.3a. Elaborate visual information by adding details in an artwork to enhance emerging meaning.
Grade 4
VA:Cr2.3.4a. Document, describe, and represent regional constructed environments.
Grade 5
VACr2.2.5a. Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
Alignment to Supporting Question 3
and Formative Assessments
How have the American Abenaki people demonstrated resilience and resourcefulness in maintaining their culture from colonial times to today?
C3 Framework (Career, College, and Civic Life) Standard Assessed
The following C3 standards align with all activities for Supporting Question 3.
D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.
Assessment Objective: Students can ask and answer informed questions and write about how the American Abenaki people have maintained their cultural identity.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can create and ask an informed question about the American Abenaki people. | I can create and ask an informed question about how the American Abenaki have maintained their cultural identity over time. | I can create and ask an informed question about how the American Abenaki have maintained their cultural identity over time. I can accurately answer a question about how the Abenaki have maintained their culture over time. | I can create and ask informed questions about how the American Abenaki have maintained their cultural identity over time. I can accurately answer questions about how the American Abenaki have maintained their culture over time. |
Supporting Question 3 can also be aligned to the following sampling of standards and guide educators when integrating the American Abenaki Curriculum with other content areas and grade levels.
Potential C3 Standards for Other Grade Bands
Grades K–2
D2.His.3.K-2. Generate questions about individuals and groups who have shaped a significant historical change.
Grades 6–8
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Grades 9–12
D2.His.3.9-12.Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
Potential Alignment: English Language Arts Standards
Grades 3–5
CCSS.ELA-Literacy.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-Literacy.SL.3.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.3.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.4.1.b. Follow agreed-upon rules for discussions and carry out assigned roles..
CCSS.ELA-Literacy.SL.4.1.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-Literacy.SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
CCSS.ELA-Literacy.W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Grades 6–8
CCSS.ELA-Literacy.W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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.SL.6.1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Grades 9–12
CCSS.ELA-Literacy.SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.SL.11-12.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Potential Alignment: International Society for Technology in Education (ISTE) Standards
Students
1.3.b. Evaluate the accuracy, validity, bias, origin, and relevance of digital content.
1.6.a. Choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.
Educators
2.3.a. Create experiences for learners to make positive, socially responsible contributions and build inclusive communities online.
2.5.c. Apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.
2.6.a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Educational Leaders
3.1.c. Model the use of technology in inclusive, healthy ways to solve problems and strengthen community.
3.2.c. Evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning.
3.2.e. Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.
Potential Alignment: American Association of School Librarians (AASL) Standards
Learners
I.D.1. Enacting new understanding through real-world connections.
V.A.3. Engaging in inquiry-based processes for personal growth.
VI.B.2. Acknowledging authorship and demonstrating respect for the intellectual property of others.
School Librarians
I.C.1 School librarians guide learners to maintain focus throughout the inquiry process by:Assisting in assessing the inquiry-based research process.
VI.D.3. School librarians support learners’ engagement with information to extend personal learning by: Championing and modeling safe, responsible, ethical, and legal information behaviors.
School Libraries
I.D.2. The school library ensures an inquiry based process for learners by: Reinforcing the role of the school library, information and technology resources in maximizing learning and institutional effectiveness.
VI.A.1. The school serves as a context in which the school librarian ensures that the school community is aware of the guidelines for safe, ethical, and legal use of information by: Educating the school community on the ethical use of information and the intellectual property of others.
Alignment for the Summative Performance Task
Compelling Question: How have the Abenaki people survived and adapted to their environment for thousands of years?
The summative assessment aligns with C3 standards D4.6.3-5 and D3.3.3-5, the Compelling Question for the Inquiry, and the accompanying learning scales.
Prioritized C3 Framework (Career, College, and Civic Life) Standards Assessed
Assessment Objective: Students will use what they have learned about Abenaki culture to explain 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.
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.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can share what I have learned about the American Abenaki people. | I can use what I have learned about the American Abenaki to explain the challenges that they have faced. | I can use what I have learned about the American Abenaki to explain the challenges that they have faced and how they have survived and adapted. | I can use what I have learned about the American Abenaki to explain, with specific examples, the challenges that they have faced and how they have survived and adapted. |
D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
| Beginning | Progressing | Proficient | Proficient with Distinction |
|---|---|---|---|
| I can share examples from one source to explain how the American Abenaki people have survived and adapted. | I can share examples from two different sources to explain how the American Abenaki have survived and adapted. | I can share examples from three different sources to explain how the American Abenaki have survived and adapted. | I can share examples from more than three different sources to explain how the American Abenaki have survived and adapted. |
The Summative Assessment can be connected to the following sampling of standards that can serve as a starting point for integrating the American Abenaki Curriculum with other content areas and grade levels.
Potential C3 Standards for Other Grade Bands
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.
C3 Standard 3.3 begins in grades 3-5.
Grades 6-8
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.
D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
Grades 9-12
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.
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.
Potential Alignment: English Language Arts Standards
Grades 3–5
CCSS.ELA-Literacy.W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-Literacy.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CCSS.ELA-Literacy.W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Grades 6–8
CCSS.ELA-Literacy.W.6.1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Grades 9–12
CCSS.ELA-Literacy.W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Potential Alignment: International Society for Technology in Education (ISTE) Standards
Students
1.6.a. Choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.