Abenaki+Unit+Draft


 * Unit Title:** Abenaki: People of the Dawn Grade Level: 7


 * Subject/Topic Areas**: Social Studies, Reading, Language Arts


 * Key Words**: Perspective, Critical Analysis, Bias, Cultural Influences, Cultural Literacy, Cultural Stereotyping, Eurocentric


 * Unit Designers**: Sylvie Essex, Casey Robinson, Nichole Whiting


 * School:** Kennett Middle School


 * District**: SAU9

This interdisciplinary unit draws on the curricular areas of Social Studies, Reading, and Language Arts in order to challenge students to construct a dynamic understanding of the history and contemporary lives of the Abenaki Peoples of New Hampshire that takes into consideration the roles of perspective, bias, cultural literacy and stereotyping in the recording and analysis of history. Through a variety of formative and summative assessment tasks, students will develop the reading, comprehension, and writing skills necessary to demonstrate a deepened understanding of Abenaki history and culture as well as an ability to think critically about history and culture.
 * Brief Summary of Unit**:
 * The unit will culminate in a digital movie project that combines research and creative texts for inclusion in student portfolios as a demonstration of skills developed, knowledge attained, and understandings gained.**

__**Social Studies Standards:**__ Geography: SS:GE:8:4.2 - Explain how cooperation and conflict among people contribute to political divisions of Earth's surface. US and NH History: SS:HI:8:3.1 - Explain how art, music, and literature often reflect and/or influence major ideas, values, and conflicts of particular time periods.
 * Links to Content Standards:**

__**Language Arts Standards**__ (Grade 7 “Power” GLE’s of SAU9): · Include sufficient details or facts in order to name, describe, explain, compare, or create visual images. · Use varied sentence structure and length to create fluent and meaningful writing. · Use paragraph form by indenting and having main idea, and supporting details. · Create a clear and coherent (logistically consistent) story line. · Use a writer’s voice appropriate for the purpose of the writing · Use an appropriate organizational structure for the purpose of the writing.

__**Reading Standards:**__ R-**–7–4 Demonstrate initial understanding of elements of literary texts by…** R–7–4.1 Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or __identifying rising action, climax, or falling action__ (State)R–7–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) 

R-7—4.3 Generating questions before, during, and after reading to enhance//expand understanding and /or gaining new information (Local) R--7—4.4 Identifying the characteristics of a variety of types/genres of literary text (e.g., **literary texts:** poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries science fiction, myths, legends, __short stories__  UPDATED 6/29 to reflect version submitted to district

R–7–5.4 Explaining how the narrator’s point of view affects the reader’s interpretation (State) (Local) R–7–5.5 Explaining how the author’s message or theme is supported within the text (State) R–7–7 **Demonstrate initial understanding of informational texts (expository and practical texts) by…** R–7–7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, __transitional devices__, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) R–7–7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State) =R–7–8 Analyze and interpret informational text, citing evidence as appropriate by…= R–7–8.1 __Explaining connections__ about information //within// a text, //across// texts, __or to related ideas__ (State) R–7–8.2 Synthesizing __and evaluating__ information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State) R–7–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; __or using supporting evidence to__ form __or evaluate__ opinions/judgments and assertions about the central ideas that are relevant (State) R–7–8.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or __conflicting information within or across texts__ (State)


 * Instructional Foci and Draft of Unit Timeline**


 * Content focus in Social Studies instruction:**
 * Culture: Early Americas to Contemporary; Eurocentricism of American History
 * Major Historical Events: pre-colonial and colonial interactions; impact of founding of the state of New Hampshire
 * Geography: Naming of New Hampshire places
 * Impact of point of view and bias in recording history


 * Content focus in Language Arts instruction:**
 * Research strategies including note-taking, paraphrasing, and citing sources
 * Persuasive and Informational writing strategies including outlining; thesis statements, supporting points, and conclusions; appropriate voice and tone
 * Impact of point of view and bias in recording history
 * Script writing strategies including storyboarding; logical sequencing; and narration appropriate to audience, imagery, and purpose
 * Creative writing genre of storytelling as found in the Abenaki tradition


 * Content focus in Reading instruction:**
 * Characteristics of storytelling as found in the Abenaki tradition; connections to previously studied examples from folk tale genre
 * Comprehension strategies for informational texts
 * Impact of point of view and bias in recording history
 * Research strategies including note-taking, paraphrasing, and citing sources

Time Frame / Instructional Schedule //**Day 1 and 2:**//
 * Social Studies**: Exploration of historical content/timeline; discussion of Eurocentricism of American History
 * Language Arts**: Pre-assessment writing: preexisting knowledge/assumptions/attitudes
 * Reading:** Introducing storytelling as cultural tool; oral traditions vs written literature

//**Day 3:**//
 * Social Studies**: Geography, including Abenaki impact on New Hampshire geography
 * Language Arts:** Expert group assignments and discussion/development of research structure; review of effective research strategies
 * Reading:** Reading, discussing, charting of Abenaki legends: “The Coming of Gluscabi”; “Gluscabi and the Wind Eagle”; “Gluscabi and the Game Animals”

//**Day 4**// develop KWL chart for variety of topics: religion, transportation, housing, agriculture, societal structure, traditions Independent research assignments and work time
 * Social Studies and Language Arts**: Expert groups; research work
 * HW**: Complete research independently
 * Reading**: Legends relating to cultural topics (traditions, morality, etc)

//**Day 5**////://
 * Social Studies and Language** **Arts** (Double Block schedule): Expert Group Work; Correlating research and preparing to Report Back to class; Reporting back to class
 * Reading:** Review characteristics and themes as well as cultural details
 * Weekend HW**: Create graphic organizer (Venn diagram; two-column list; web) comparing Abenaki legends/stories read during the week.

//**Day 6:**//
 * Social Studies: R** Revisit KWL chart and fill in new information resulting from expert group research work; make connections to Abenaki legends previously discussed in Reading
 * Language Arts:** Introduction of “Persuasive Essay” assignment; prewriting for assignment
 * Reading:** Review weekend assignment comparing legends/stories of the Abenaki tradition; review characteristics and themes; introduce “Gluscabi and You” partner storytelling assignment
 * HW:** Read and take directed notes on informational texts regarding Contemporary Abenaki culture and community

//**Day 7:**//
 * Social Studies:** Discuss Contemporary Abenaki reading assignment; “Now and Then” Venn Diagram assignment
 * Language Arts:** Outlining and Rough Draft of “Persuasive Essay” assignment
 * Reading:** work on “Gluscabi and You” storytelling assignment
 * HW:** Final Draft of “Persuasive Essay” assignment

//**Day 8:**//
 * Social Studies:** Read and compare multiple accounts of Abenaki and Colonist interactions; discuss role of point of view on recording an event or interaction
 * Language Arts: “**Persuasive Essay” due; exploratory writing regarding issue of point of view/bias in recording history
 * Reading:** work on “Gluscabi and You” storytelling assignment; begin sharing
 * HW:** Brainstorm list of important information in understanding the Abenaki people and culture

//**Day 9:**//
 * Social Studies:** Generate class lists of important information in understanding the Abenaki people and culture; review and update KWL chart
 * Language Arts:** Comparisons of storytelling to recorded history; discussion of role of point of view on recording an event or interaction
 * Reading:** Finish sharing “Gluscabi and You” storytelling assignment; discuss reactions and connections

//**Day 10:**//
 * Social Studies:** Introduce “Moving History”
 * Language Arts:** organize all Abenaki notes and information; exploratory writing on essential questions
 * Reading:** View episode of “People of the Dawn”
 * Weekend HW:** Brainstorm ideas for “Moving History”

//**Day 11- 15**//
 * Social Studies:** “Moving History” : create overview; organize information
 * Language Arts:** “Moving History” : create overview; write narration
 * Reading:** “Moving History”: create overview; storyboarding images with information

//**Day 16-17**//
 * Social Studies:** Finalize “Moving History”
 * Language Arts:** Finalize “Moving History”
 * Reading:** Finalize “Moving History”

//**Day 18**//
 * Team celebration:** View “Moving History” projects

//**Day 19-20**//
 * Social Studies:** Essential Questions Discussions
 * Language Arts:** “Points of View in History” assessment
 * Reading:** Unit Reflections

__[]__ Characters and legends in the Abenaki oral tradition
 * Unit Resources**
 * Web Resources**
 * __[]__ Storytelling in the Abenaki culture

__[]__ : very thorough history and background and lesson plan to go along with episode 2 "People of the Dawn (The Abanaki)" of the nhptv series "Our New Hampshire". Especially useful, check out these objectives (could be a good starting point for developing our essential questions and the direction of our unit):

__[]__

__[]__ ** Hirschfelder, Arlene, and Beamer Yvonne. Native Americans Today. Englewood, CO: Teacher Ideas Press, 2000. Kallen, Stuart. Native Americans of the Northeast. San Diego, CA: Lucent Books, 2000. Landau, Elaine. The Abenaki. Danbury, CT: Franklin Watts, 1996. Piotrowski, Thaddeus, ed. The Indian Heritage of New Hampshire and Northern New England. Jefferson, NC: McFarland & Company, Inc., 2002. Wilbur, C. Keith. The New England Indians. Guilford, CT: The Globe Pequot Press, 1996.
 * Historical Content Books**

//Web links//: http://www.abenakination.org/stories.html Storytelling in the Abenaki culture http://www.native-languages.org/abenaki-legends.htm Characters and legends in the Abenaki oral tradition
 * Resources for Stories and Legends of the Abenaki**

//Books// (list from http:classiclit.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=classiclit&cdn=education&tm=15&f=00&tt=14&bt=1&bts=1&zu=http%3Awww.avcnet.org/ne-do-ba/r_legend.html ) SIX MICMAC STORIES. Retold by Ruth Holmes Whitehead, Nova Scotia Museum/Nimbus Publishing, 1989, 0-919680-35-6. Audio cassette available. STORIES FROM THE SIX WORLDS: Micmac Legends. Ruth Holmes Whitehead, Nimbus Publishing Ltd, 1988. WHEN THE CHENOO HOWLS; Native American Tales of Terror. Joseph & James Bruchac, Walker & Company, 1998, 0-8027-7576-4. THE FAITHFUL HUNTER and other Abenaki Stories. Told by Joseph Bruchac, Greenfield Review Press, 1988, 0-912678-75-5. THE WIND EAGLE and other Abenaki Stories, Told by Joseph Bruchac, Bowman Books, 1985, 0-912678-64-X. GLUSKABE AND THE FOUR WISHES. Told by Joseph Bruchac, Cobblehill Books. NATIVE AMERICAN ANIMAL STORIES. Told by Joseph Bruchac, Fulcrum Publishing, 1992, 1-55591-127-7. NATIVE AMERICAN STORIES. Told by Joseph Bruchac, Fulcrum Publishing, 1-55591-094-7. RETURN OF THE SUN: Native American Tales From The Northeast Woodlands, by Joseph Bruchac, The Crossing Press, 1990, 0-89594-343-3. THE GIRL WHO MARRIED THE MOON; Tales from Native North America. Told by Joseph Bruchac & Gayle Ross, Troll Medallion, 1994, 0-8167-3481-X. GIANTS OF THE DAWNLAND: Ancient Wabanaki Tales, collected by Alice Mead and Arnold Neptune, Loose Cannon Press, 1996, 1-888-034-01-7. LEGENDS IN STONE, BONE, AND WOOD. Tsonakwa & Yolaikia, Arts & Learning Center Foundation, 1986, 0-938541-03-X. WELCOME THE CARIBOU MAN. Tsonakwa & Yolaikia, San Diego Museum of Man, 1992, 0-937808-55-5. Seven Eyes Seven Legs: Supernatural Stories of the Abenaki. Tsonakwa & Yolaikia, Kiva Publishing, 2001, 1-885772-25-4 GLUSKAP THE LIAR & Other Indian Tales. Horace P. Beck, Bond Wheelweight, 1966. RED EARTH: Tales of the Micmacs with an introduction to the customs and beliefs of the Micmac Indians. Marion Robertson, Nova Scotia Museum, 1969. PASSAMAQUODDY LEGENDS: When Koluskap Left The Earth & Koluskap And His Relitives Loon Wind. Wabnaki Bilingual Educational Program, 1976. (bilingual) SPIRIT OF THE NEW ENGLAND TRIBES: Indian History and Folklore, 1620-1984. William S. Simmons, University Press of New England, 1986, 0-87451-372-3. ALGONQUIN LEGENDS. Charles G. Leland, Dover Publications, 1992, 0-486-26944-2.

The following list is excerpted from []
 * New Hampshire Resources**

**Abenaki Nation of New Hampshire** c/o Charlie True, Speaker 262 Lancaster Road Whitefield, New Hampshire 03598 phone (603) 837-3381 email: Besanigw@aol.com web site: not yet available This group of Abenaki families from traditional territories in Maine, Massachusetts, New Hampshire, and Vermont works to preserve and share Abenaki heritage and knowledge. The affiliated non-profit organization, N’Dakinna Inc., is a coalition of speakers, health professionals, and educators who provide information about, and social services for, New Hampshire’s Abenaki people. ANNH holds an annual powwow in early October.

**Dartmouth College Native American Program** c/o Michael Hanitchak, Director 201 Collins Center Dartmouth College Hanover, New Hampshire 03755 phone: (603) 646-2110http://www.dartmouth.edu/~nap/ During the 1700s, Dartmouth was one of the first colleges to welcome American Indian students. This program started in 1970 to offer support and encouragement for the Native American students and faculty who come from tribal communities across the country. The Native Program also works to increase college and regional understanding of local and national Native programs and issues, and hosts a pow-wow on the grounds of Dartmouth College in May.

**The Fort at No. 4 Living History Museum** 267 Springfield Road, Route 11 Charlestown, New Hampshire 03603 phone: (603) 826-5700 email: info@fortat4.com web site: http://www.fortat4.com/history.html This museum is a full-scale reproduction of a small fortified village and trading post built in Sokoki Abenaki Indian territory by English settlers in 1744. The web site contains historical information on Abenaki, French, and English conflicts during the French and Indian War, with a heavy emphasis on the English perspective. Plans are underway to update Native American interpretation and related curriculum materials.

**Mount Kearsarge Indian Museum** Mount Kearsarge Mountain Road Warner, New Hampshire 03278 phone: (603) 456-3244 web site: www.indianmuseum.org This museum has hundreds of Native American materials from Western Plains and Southwestern tribes, featured in ethnographic displays. It also has many Abenaki and other northeastern objects - bark baskets, tools, canoes, etc. - that demonstrate distinctive Algonkian technologies and designs. The Museum holds an annual Native festival on the grounds and features various Native speakers and special programs throughout the year.

**New Hampshire Intertribal Native American Council** c/o Bev and Don Newell, and Peter Newell, Chief 18 Spring Street Laconia, New Hampshire 03246 phone: (603) 528-3005 email: nhitnac@hotmail.com web site: http://nhitnac.tripod.com/ This non-profit organization supports Abenaki and other Native American groups and families who reside in New Hampshire, offering assistance with education, employment, site preservation, and cultural programs. NHINAC publishes a newsletter and sponsors an annual powwow and other events. Teachers may contact NHINAC with questions about Native history in New Hampshire and issues facing Native people today.

**New Hampshire Historical Society** Museum of New Hampshire History The Hamel Center 6 Eagle Square Concord, New Hampshire 03301 www.nhhistory.org The NHHS museum focuses primarily on non-Native American history and artifacts from the late 1700s to the present. Their web site contains some information and lesson plans on early New Hampshire history. Abenaki information needs updating.

**Trudy Ann Parker** Dawnland Publications P.O. Box 223 Lancaster, New Hampshire 03584 web site: http://www.grailmedia.com/wz1/ring/dawnland.html Trudy Ann (Call) Parker is the author of Aunt Sarah: Woman of the Dawnland, a book that reveals the complexities of 19th century Abenaki survival through the life of her great aunt, Sarah Jackson (Toxus) Somers, a skilled basketmaker, herbalist, and oral historian who lived to be 108 years old. Trudy conducts workshops and lectures all over Maine, New Hampshire, and Vermont.

**Wijokadoak, Inc.** Sherry L. Gould, Director 3210 State Rte 114 Bradford, New Hampshire 03221 phone: (603) 938-2613 email: sherrygould@tds.net web site: www.wijokadoak.com Wijokadoak provides community support, cultural programming, genealogical research, language preservation, and other services to Native American children and families living in New Hampshire and Vermont. Wijokadoak staff will also work with child protection workers, in cooperation with the New Hampshire Division of Children, Families and Youth (DCYF), under the provisions of the Indian Child Welfare Act (ICWA), to ensure that culturally appropriate assistance is available for Native families and children in crisis. Wijokadoak, in the Abenaki language, translates to "they help one another."

**The White Mountain Native American Cultural Cente**r c/o Kim White Feather Mountain High Marketplace 1857 White Mountain Highway, Route 16 North Conway, New Hampshire 03860 Maling address: PO Box 604 Center Ossipee, New Hampshire 03814 phone: (603) 356-5772 or (603) 356-7900 email: albeitz@hotmail.com web site: http://wmnacc.blogspot.com/ This grassroots cultural organization brings together Native and non-Native people from many different tribal identities and traditions to teach and share information about Native American culture. They focus on community outreach, cultural diversity, social activities, and education, and offer free workshops and speakers during the months of October-May.

EU1. History requires critical analysis in order to understand the multiple truths of different perspectives. EU2. Storytelling plays a crucial role in preserving the values and traditions of a culture. EU 3. Cultures that interface with one another influence one another. EU 4. Cultural Literacy promotes respect and understanding; Cultural Stereotyping promotes the misunderstanding and mistreatment of individuals and groups of people.
 * Enduring Understandings:**

EQ 1. How does point of view influence the telling of history? EQ2. How does one culture influence another? EQ3. What can stories tell us about a culture? EQ4. In what ways have the cultures of the Abenaki people and the cultures of the European settlers/ descendants influenced each other? EQ5. What is the impact of stereotyping on cultural understanding? Political action? Personal experience? EQ6. What is the difference between cultural stereotyping and cultural literacy?
 * Essential Questions:**

//Students will know:// K1. Chronology of major events in Abenaki history. K2. Major events in the relationship between Abenkai people and Colonial-present day government K3. Impact of Abenaki and European settlers on one another from colonial times to present day. K4. Structure, theme, and cultural content of traditional Abenkai stories. K5. Examples and impact of historical and contemporary stereotyping on Abenaki people K6. Differences between cultural stereotypes and cultural literacy.
 * Key Knowledge and Skills**

//Students will be able to:// S1. Create and interpret time lines by accurately identifying and sequencing significant events. S2. Compare and evaluate differing accounts of historical events. S3. Recognize the role of perspective in the recording of historical events. S4. Synthesize an understanding of an event from reading a variety of texts. S5. Read texts critically for role of writer's bias, perspective, and agenda. S6. Differentiate between cultural stereotypes and cultural literacy. S7. Select a voice and organization appropriate to the audience and purpose of a piece of writing. S8. Differentiate among and appropriately use direct quotations, paraphrasing, and synthesis writing. S9. Correctly format and site sources of information and direct quotations


 * Evidence of Understanding**

__**Performance Tasks (Summative Assessments)**__ 1. Timeline: Create a time line that integrates Abenaki and European Settler history in New Hampshire, pre-colonial - contemporary time. Facets of Understanding: Apply 2. __Points of View in History__: Fictional Journal: synthesize factual information and personal interpretation into an account of an historical event from the perspective of an Abenaki and a colonist Facets of Understanding: Explain, Interpret, Apply, Perspective, Empathize OR Event Account/Issue Analysis: explain an event or an issue from both Abenaki perspective and European perspective Facets of Understanding: Explain, Interpret, Apply, Perspective 3. __Moving History__: Create a movie including images and narration to accompany an informational movie that addresses an enduring understanding or essential question through some aspect of the Abenaki experience. Include an MLA formatted Works Cited page. //Facets of Understanding: Explain, Interpret, Apply, Perspective//

__**Quizzes, Tests, Prompts, and Work Samples (Formative Assessments)**__ 1. __Opening and Closing Statements__: At the opening and ending of the unit, students use "Opinion Scales", "Four Corners" and "Standing Value Lines" activities to consider and discuss their reactions to opinion statements based on enduring understandings and essential questions. //Facets of Understanding: Empathy, Self-Knowledge//

2. __Now and Then__: Create a Venn Diagram demonstrating the similarities and differences between either Pre-colonial, Colonial, and Contemporary Abenaki life OR between Abenaki culture and Non-Abenkai culture during either the Colonial period or Contemporary time. //Facets of Understanding: Explain, Interpret, Apply//

3. __Persuasive Essay:__ State and support an opinion about one of the unit's enduring understandings using specific examples from our study of the Abenaki OR State and support an opinion about one of the unit's essential questions using specific examples from our study of the Abenaki //Facets of Understanding: Explain, Interpret, Apply, Perspective//

__**Unprompted Understanding**__ __Teacher observations__ of students during work on the performance tasks and during response discussions in small groups and with whole class //Facets of Understanding: All facets, depending on what is being observed//

__Student Self-Assessments__ Student Reflections on knowledge and opinions of Enduring Understandings and Essential Questions at start, mid-point, and end of unit. //Facets of Understanding: Perspective, Self-knowledge//

__**Definitions for Facets of Understanding**__ · Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and data. · Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. · Can apply: effectively use and adapt what we know in diverse contexts. · Have perspective: see and hear points of view through critical eyes and ears; see the big picture. · Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. · Have self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard.