Final Report of the
Wabanaki Studies Commission

October 2003

Final Report of the Wabanaki Studies Commission

Acknowledgements

The Commission recognizes and appreciates the cash and in-kind support it has received from the University of Maine System, the Maine Indian Tribal-State Commission, and the Maine Department of Education. It could not have functioned without the support of these organization.

The Commission also thanks the local school administrative units that have supported participation by their teachers or staff who are Commission members, Allowing these teachers and staff time away from their own schools enables schools from throughout Maine to benefit.

The Commission is especially grateful for the contributions of the four federally recognized Tribes in Maine---the Aroostook Band of Micmacs, the Houlton Band of Maliseet Indians, the Passamaquoddy Tribe, and the Penobscot Nation. Their support of their representatives on the Commission and their feedback on drafts of the Concentrated Areas of Study and on this report have been especially crucial, because Wabanaki perspectives are essential to effective Wabanaki Studies in classrooms throughout Maine.

The Commission is especially grateful for the contributions of the four federally recognized Tribes in Maine---the Aroostook Band of Micmacs, the Houlton Band of Maliseet Indians, the Passamaquoddy Tribe, and the Penobscot Nation. Their support of their representatives on the Commission and their feedback on drafts of the Concentrated Areas of Study and on this report have been especially crucial, because Wabanaki perspectives are essential to effective Wabanaki Studies in classrooms throughout Maine.

Final Report of the Wabanaki Studies Commission

Section 1. Introduction

A. Overview

LD 291 (An Act to Require Teaching of Maine Native American History and Culture in Maine's Schools) was sponsored by Penobscot Tribal Representative Donna Loring, Passed by the 120th Maine Legislature, and signed into law in June 2001 as Maine Public Law 2001, Chapter 403 (Attachment 1). The law that was enacted---referred to as LD291 in this report---requires public schools to teach about Maine's native peoples (the Wabanaki) in grades K-12. To help prepare for implementation, LC 291 created a 15-member Wabanaki Studies Commission (Attachment 2.) The law also required the Maine Indian Tribal-State Commission (MITSC) to convene the first meeting of the Wabanaki Studies Commission and to arrange for staffing. Meeting approximately monthly since October 2001, the Wabanaki Studies Commission has identified areas of study that should be covered in grades K-12; reviewed existing materials and resources about the Wabanki that could be used int he classroom; and made connections with museums and other community resources that can support teachers.

The Wabanaki Studies Commission and the Native Studies Program at the University of Maine planned and held the first-ever Wabanaki Studies Summer Institute for teachers during the week of June 23, 2003. Two-dozen teachers from all grade levels and from throughout the State attended. Four Wabanaki Scholars and several Wabanaki community members taught the teachers and the Penobscot Nation invited the teachers to Indian Island for a traditional meal and to learn about Penobscot tribal agencies and programs.

The Legislature enacted LD 291 without any appropriation. Several contributors (MITSC, the Department of Education, the University of Maine System, the Tribes, and private donors) have pitched in voluntarily to support the work of the Wabanaki Studies Commission. Because the law specifies that Wabanaki studeis is a required component of Maine Studies, local school administrative units are required to weave this into their Maine Studies curriculum and to cover costs within their local school budgets. Thus, in the long run there is a sustainable mechanism for financing Wabanaki studies in Maine's schools. However, school systems and teachers need support to help prepare for this significant change.

B. Significance of Law

Most of the people of Maine have little awareness of the Wabanaki---the people who have been living here for 12,000 years. LC 291's significance is that it reaches educators and students in grades K-12 in public schools throughout Maine. It is the responsibility of the Wabanaki Studies Commission to identify materials and resource and suggest sample lesson plans that are accurate, culturally appropriate, grade level appropriate, and congruent with the Learning Results. Greater understanding, respect, and appreciation for the Wabanaki are the expected results as more and more students learn about the Wabanaki in the years to come. Maine is leading the way in the nation by requiring public schools to teach students about the contemporary issues, culture, and history of the State's native peoples.

C. Purpose of Report

The Wabanaki Studies Commission is required to submit this final report to the Commissioner of Education, with a copy to MITSC, by September 1, 2003. The report explains the Commission's process and includes recommendations and action steps to help school administrative units implement the law. Many of the recommendations and action steps focus on the Department, because it is responsible for the implementation of LD 291. However, the Department needs the support of others to help local school administrative units meet the requirements of the law. Thus, the report also includes recommendations and actions steps for the Department's public partners in this endeavor---the University of Maine System, the Tribes, and MITSC.

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Final Report of the Wabanaki Studies Commission

D. Recommendations

• 1. LD 291 should be implemented in every school administrative unit in Maine.
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• 2. There should be vigorous efforts to get out the word about the law to local school administrative units.
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• 3. The Wabanaki Studies Commission, which is the statewide steering process to support implementation, should continue beyond September 2003 for at least another year.
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• 4. There should be ongoing efforts to develop and refine the framework for the Wabanaki Studies Curriculum, also known as the Concentrated Areas of Study.
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• 5. State and local educational assessment activities should include learning measurements relating to Wabanaki Studies
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• 6. There should be statewide and regional resource development and coordination.
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• 7. There should be ongoing in-service and pre-service professional development opportunities to help prepare educators to teach Wabanaki Studies.
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• 8. There should be funding to help support the initial implementation of LD 291.

This first section of the final report provides an overview of LD291 and the process that followed its enactment, the significance of the law, and the major recommendations flowing from that process. Section 2 reviews the law and Section 3 summarizes the work of the Wabanaki Studies Commission. This includes the Commission's development of the Concentrated Areas of Study, as well as their discussion about resources and training that teachers will need to implement the law. Section 4 shares the highlights of the first-ever Wabanaki Studies Summer Institute held for Maine teachers. Section 5 describes the plan---in the form of action steps---that the Department of Education and its supporting partners should take to implement the Commission's recommendations.

Section 1. The Law

LD 291 requires Maine schools to teach Maine Native American Studies (referred to in this report as Wabanaki Studies) by school year 2004-2005. The underlying purpose of LD 291 is to educate Maine's school children about---and increase the public's understanding of---the Wabanaki people of Maine. As a required component of Maine Studies, Wabanaki Studies must address the following topics:

• Maine tribal governments and political systems and their relationship with local, state, national, and international governments;
• Maine Native American cultural systems and the experience of Maine tribal people throughout history;
• Maine Native American territories; and
• Naine Native American economic systems.

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Final Report of the Wabanaki Studies Commission

B. Commission Created; Responsibilities

LD 291 creates the 15-member Maine Native American History and Culture Commission, now referred to as the Wabanaki Studies Commission. The Commission's mission is to help prepare for the inclusion of Wabanaki Studies as part of Maine Studies taught in Maine's schools. The law requires the Commission to:

• Assist school administrative units and educators to explore a wide range of educational materials and resources relating to Wabanaki Studies;
• Identify materials and resources for implementing Wabanaki Studies;
• Involve other knowledgeable organization and individuals able and willing to assist with this work, including but not limited to museums and educators;
• Recommend a plan about how the Department can help school administrative units implement the law and criteria to identify units having difficulty meeting the instructional components of the law.
• Submit a preliminary report in early June 2002.
• Submit a final report by September 1, 2003 to the Commissioner of Education, with a copy to MITSC, including the recommended plan for how the Department can help school administrative units implement the law and criteria to identify units having difficulty.

C. Implementation Steps

If a local school administrative unit determines that it is unable to implement instruction in Wabanaki Studies within existing state and local resources, it must present its findings and supporting evidence to the Department of Education. The Department must review the findings and evidence and, if necessary, assist the unit with planning for implementation. The Department must establish a plan by July 30, 2004 for assistance for the local school administrative units that are not able to implement Wabanaki Studies. This plan must be implemented during the 2004- 2005 school year.

Section 3. The Commission and Its Work

A. Members; Staff

The Wabanaki Studies Commission includes the following members:

• The Passamaquoddy Tribe, Penobscot Nation, Houlton Band of Maliseet Indians, and Arroostook Band of Micmacs each appointed two Commission members. As required by law, one of these members is a member of MITSC.
• The Commissioner of Education appointed six members, including an elementary school teacher, a middle school teacher, a high school teacher, a curriculum director, a superintendent, andan employee of the Department of Education.
• The Chancellor of the University of Maine System appointed one member.

The Commission is chaired by Maureen Smith, Ph.D. (Oneida), Director of Native American Studies at the University of Maine. James Eric Francis (Penobscot) provides part-time staff support under a contract with MITSC. MITSC also has provided staff support to the Commission.

B. Supporting Partners

The Legislature enacted LD 291 without any appropriation. MITSC, the Department of Education, the University of Maine, the Tribes, and private contributors all have pitched in voluntarily to support the work of the Wabanaki Studies Commission. Over the past two years,

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MITSC provided $6,000 in cash to the Commission; the Department contributed $6,000 to the Commission and committed another $2,000 for the Wabanaki Summer Institute; and the University of Maine contributed $35,000, including $5,000 for the Commission and $30,000 for the Summer Institute. All three organizations also have provided substantial in-kind support. 

The law requires the Commission to submit a final report by September 1, 2003. However, the
Commission can continue to play a significant role over the next year by providing advise and support regarding implementation efforts and by pursuing and securing grant funds to support the development and dissemination/delivery of resources and training for teachers. The Commission has asked all three partners to continue their financial and in-kind support during fiscal year 2004.

C. Meetings

Pursuant to the law, MITSC convened the first meeting of the Wabanaki Studies Commission on October 19, 2001 at the University of Maine in Orono and presided over the selection of the chairperson at this meeting. The Commission has met monther thereafter. Attachment 3 is a summary of the Commission's meetings.

D. Vision

During their early meetings, Commission members articulated a vision of what they hope will be happening ten years from now in Maine schools as a result of the implementation of LD 291. Their vision is included in Attachment 4. The Commission also identified a number of principles to guide Wabanaki Studies instruction:

• There should be a focus on the present of the Wabanaki people, as well as on their past.
• It is important to understand past and continuing contributions that the Wabanaki people make to Maine.
• It is important to understand that there is diversity among the four Tribes in Maine.
• Thorough study about the Wabanaki people involves consideration of ethical issues. It is important to make it sage to discuss stereotypes, racism, genocide, and other things that make people feel uncomfortable.
• Wabanaki Studies should be infused throughout Maine Studies.
• Wabanaki people must be involved centrally in designing curricula and in teaching about Wabanaki Studies. It is important to compensate Wabanaki people for their involvement in educating others.
• Teaching Wabanaki Studies should occur using a kaleidoscope of teaching approaches in a culturally competent manner both in and beyond the classroom.
• Training and support are essential to enable non-Native teachers to provide accurate, culturally competent information about the Wabanaki people.

E. Concentrated Areas of Study

Members of the Wabanaki Studies Commission devoted much of their time to discussions about what Maine students should understand about the Wabanaki people. They approached this by looking at what should be taught and learned in each of the four topics specified in LD 291 (Maine tribal governments, culture and history, territories and economic systems). What emerged
from these discussions was an outline of topics to be taught and learned that the Commission refers to as the Concentrated Areas of Study (CAS). Included in Attachment 5, the CAS is an evolving list of topics. Continuing work is needed to make the CAS clearer and more user friendly for teachers.

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During discussions about what students should understand, Commission members identified a number of teaching and learning issues to keep in mind:

• There tends to be an over-emphasis on artifacts in teaching about the Wabanaki people. The Wabanaki people and their culture are more than pretty, interesting objects.
• History sometimes tends to be a conglomeration of events and dates. It needs to come alive.
• Wabanaki Studies can challenge the notion that the victors write the history.
• It is important for students to learn how to identify ethnic and cultural perspectives missing from historical accounts and to describe these points of view.
• The "culture circle" (Attachment 6) is an excellent model for looking at culture as an integrated whole, not as bits and pieces. Culture is a huge concept.
• It is safe to discuss some things about culture, but not others. Some parts of culture are private and spiritual.
• Everyone has a culture. Learning about another culture helps students understand their own culture.
• The issues of reality and authenticity are especially critical for culture.
• Simulations can be used to begin to understand complexities
• Stories can be used to teach about the Wabanaki people.

The Commission's recommendations relating to curriculum are included in Section 5, Subsections BC, C4, C5, D3, and E4. 

F. Relationship of Wabanaki Studies to Learning Results

 In 1995, the Maine Legislature enacted and the Governor signed into law landmark legislation establishing the system of Learning Results to be applied throughout the public school system in Maine (Public Law 1995, Chapter 629). According to State of Maine Learning Results, a 1997 document by the Maine Department of Education, Learning Results---

• Identify the knowledge and skills essential to prepare student for work, higher education, citizenship, and personal fulfillment.
• Are built on three premises: 1) all students should aspire to high levels of learning 2) achievement should be assessed in a variety of ways; and 3) completion of public school should have common meaning throughout Maine.
• Express what students should know and be able to do at checkpoints during their education.
• Serve as a focal point to develop consensus on common goals for Maine education, but do not represent a curriculum.
• Are guided by six key principles---each Maine student must leave school as a: 1) a clear and effective communicator, 2) a self-directed and life-long learner, 3) a creative and practical problem-solver, 4) a responsible and involved citizen, 5) a collaborative and quality worker, and 6) an integrative and informed thinker.

Because every Maine school must build its curriculum based on Learning Results, it is really important to link Wabanaki Studies to Learning Results. The Wabanaki Studies Commission decided to form its own vision first and then figure out how to plug the content into Learning

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Results. They felt that Learning Results should not drive Wabanaki Studies, but should be used to ensure the broadest possible implementations.

Members of the Wabanaki Studies Commission expressed concerns about the lack of Native perspective in the development of Learning Results, the omission of important areas relating to the Wabanaki people, and the inclusion of culturally insensitive suggestions (for example, encouraging students to do a Native dance or other simulations.) they appreciate the Department of Education's understanding of their concerns and receptivity to their suggestions.

G. Importance of Assessment

The Commission felt that to measure the success of the implementation of LD 291, it is essential to assess what teachers are teaching and what students are learning about Wabanaki Studies. This needs to occur at the state level (e.g. by weaving Wabanaki Studies into the Learning Results and by asking questions about it on the MEA's) and at the local level (e.g. through assessments developed by local school administrative units).

The Commission's recommendations relating to assessment are included in Section 5, Subsections B7 and D7. 

H. Materials and Resources for Teachers

The Commission discovered that there is a wealth of Wabanki-related material scattered around in many places, and many Wabanaki people are potentially available to participate directly in the Wabanaki Studies initiative. The Commission has gathered an initial set of written and visual materials that can support teaching and learning about the CAS. The Commission urges the Department of Education and the University of Maine System to make these materials readily available to local school administrative units. The Commission also has identified tools for assessing the correctness, appropriateness, and authenticity of materials for use in the classroom and has been gathering sample units of learning and lesson plans. The Commission urges the Department to make these tools and samples available to teachers. In the coming year, the Commission plans to continue gathering and reviewing materials and resources and making exemplary materials and resources available for distribution to teachers. A preliminary Wabanaki Studies resource list is included as Attachment 7. 

The Commission believes that the most cost effective means of providing information about the Wabanakis to teachers is through Wabanaki Studies Website. To create this Website, the University of Maine can build on the electronic bulletin board assembled by the Native Studies Program for the Wabanaki Studies Summer Institute that was held in June 2003 (see Section 5). The Website should include such items as an overview of LD291, the Concentrated areas of Study developed by the Commission, reports by the Commission, A Wabanki Studies resource list to support teachers, sample lesson plans, syllabi, original documents such as treaties, maps of tribal lands, information about speakers and resource people (including how to approach and contact them and the need to reimburse them), notes and tips to teachers about teaching Wabanaki Studies, and links to other helpful websites.

The Commision's recommendations relating to materials and resources are included in Section 5,  in subsections B8, C6,E2, and F3.

I. Professional Development

Commission members have noted that there is a tendency to look at Wabanaki Studies primarily as a cognitive activity. However, the fact that there are many feelings and emotions that are part of this reinforces the importance of teacher training and other means of supporting teachers in the classroom. There is a strong interest in having Wabanaki people themselves teach Wabanaki Studies, but there are not enough Native people to go around to all the schools in Maine. Furthermore, Commission members believe that Wabanaki Studies needs to be a fundamental component of the curriculum, which only a classroom teacher can teach. This further underscores the importance of teach training. Commission members strongly believe that both

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pre-service training and in-service training are essential to the successful implementation of LD 291. It is critically important for training to be institutionalized and ongoing.

The Commission's recommendations relating to professional development are included in Section 5, in subsections B9, C7, D2, and F3.

J. Commission's Next Steps

LD 291 required the Wabanaki Studies Commission to complete its final report by September 1, 2003. The Commission completed a draft by this date, and then the Chair and staff met with major stakeholders to get feedback before submitting this final version. They met with the Commissioner of Education, the Vice Chancellor of the University of Maine System, MITSC, and representative of each of the Tribes.

Much work remains to be done to implement LD 291 throughout the State. Thus, one of the recommendations of the Wabanaki Studies Commission is that it should continue working for at least another year. Attachment 8 is a work plan to guide the Commission over the next 9 months as it supports the efforts of the Department of Education to comply with LD 291.

Section 4. Wabanaki Studies Summer Institute

A. Purpose

The Wabanaki Studies Summer Institute was held at the University of Maine campus from June 23 through June 27, 2003. It was specifically designed to improve implementation of LD 291 by training a core group of two dozen educators to serve as a local first point of contact about Wabanaki Studies and by providing a rich professional development opportunity to improve teaching and learning in Wabanaki Studies.

B. Who Was Involved

The University of Maine's Native American Studies Program organized the Summer Institute on behalf of the Wabanaki Studies Commission. Co-sponsors included the University of Maine's Division of Lifelong Learning, Libra Professorships, Mainstay, MITSC, and the Department of Education.

Featured presenters included Marie Batistte (Micmac), Professor of Education; Dan Paul (Micmac), author, Bernard Perley (Maliseet), Professor of Anthropology; and Darren Ranco (Penobscot), Professor of Anthropology. Résumés for these Wabanaki scholars are included in Attachment 9. In addition, several members of Maine's tribal communities served as invaluable resource people. The Institute students included primarily K-12 educators who will be teaching Wabanaki Studies or are involved with the education of Wabanaki students. They received college credit or continuing education units for their participation.

C. Activities and Schedule

Summer Institute activities included a thorough Training in Wabanaki culture, contemporary issues and concerns, and history through sessions involving many Wabanaki participants and guest speakers; a visit to the Penobscot Nation reservation in Oldtown; sharing resources and best practices; discussing model programs; and participating in a public forum about the implementation of LD 291. The schedule for the Institute is included as Attachment 10.

D. Feedback on Institute

Sixteen participants completed an evaluation of the Summer Institute. Several people indicated that it was a privilege and an honor to participate in the Institute. Several stated that they were extremely impress with the quality of the Wabanaki scholars and presenters. Here are some of

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• This is the most intellectually and emotionally challenging and satisfying professional activity in which I have been involved.
• Scholars/presentations were highly thought-provoking and encouraged rethinking of assumed and historically constructed understandings.
• I have never been to an institute with this magnitude of quality presentations. 
• The controversial issues panel was fantastic. They answered so many questions and were open to controversial issues.
• The session on stereotypes was conducted in a non-threatening way. The instructors created a safe place to reflect on our own embedded stereotypes.

Several participants noted that the personal, human dimension of the week was critical to its effectiveness. They said it was very helpful to have Wabanaki scholars and community members participate on the panels and in small group discussions. One person observed that "the panel of tribal members discussing culture was informative, touching, cross-gender, inter-generational, and put a human face on all of the previous discussions. This  a painful and humanizing it prevents distancing one's self or being overly 'academic' in digesting it all." Several participants commented that they really enjoyed visiting the Penobscot Nation and appreciated the Tribe's hospitality.

Participants also offered some suggestions, including the following:

• There should be a simpler application for the Institute.
• Reading for the Institute should be available much earlier so teachers can read them during April vacation.
• Teachers should have grade level peers at the Institute.
• Reflection time should be built in after listening to presenters.
• There should be time to work on lesson plans during the Institute while resources are available.
• There should be a suggested format for lesson plans so that a common set up and language are used.
• The role of small groups during the Institute should be clearer.

Section 5. Recommendations and Action Steps

As presented in Section 1 C, the Wabanaki Studies Commission offers eight recommendations to ensure the implementation  of LD 291. The law requires this report to include a plan about how the Department can help school administrative units implement the law. This plan is presented in the form of the action steps listed for the Department in Section 5B. While the Department is legally responsible for the implementation of LD 291, it needs assistance to do the job effectively. Thus Sections 5C-5F describe how the Wabanaki Studies Commission, the University of Maine System, the Tribes, and MITSC can continue to support initiative.

LD 291 specifies that this report should include criteria to identify local school administrative units having difficulty meeting the instructional components of Wabanaki Studies. The local units are supposed to inform the Department if they are not able to comply with the law, and the Commission strongly believes that with the resources it has identified to support teaching and learning relating to Wabanaki Studies,  all school administrative units in Maine can comply with LD 291. The Commission could think of no criteria that would legitimately exempt a local unit from meeting the requirement of the law.

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B. Action Steps for Department of Education

The Department of Education should carry out the following action steps to ensure the implementation of LD 291:

1. By November 15, 2003, send a formal notification to every local school administrative unit about the requirements of the law, including a copy of the final report by the Wabanaki Studies Commission. Inform the local units about funding sources to support teacher training and resources relating to Wabanaki Studies, such as---

• a. Per Pupil Professional Development Funds for the implementation of Learning Results (PPPD).
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• b. Title V (Innovative Education) Funds, which are part of the No Child Left Behind Act.
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• c. Contractual agreements to pay course registration fees for distance learning course or on campus course for teachers' re-certification.

3. Request a new position at the Department of Education in the State's biennial budget for FY 2004 and FY 2005 to coordinate the implementation of Maine Native American Studies. Meanwhile, assign a Department staff person to serve as the consultant to the local school administrative units about the law and to serve on and support the work of the Wabanaki Studies Commission.

4. Require local school administrative units to submit an annual implementation plan by May 1 of each year that includes goals that are consistent with the requirements of LD 291 and a description of how they will meet the goals.

5. Continue to work in partnership with the University of Maine System and MITSC to---

• a. Identify potential sources of public and private funding to help support the initial implementation.
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• b. Support the work of the Wabanaki Studies Commission through cash and in-kind contributions.
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• c. Strongly encourage local school districts with representatives on the Wabanaki Studies Commission to continue to support participation by those representative over the next year.

6. With regards to curriculum---

• a. Share the Concentrated Areas of Study developed byt he Wabanaki Studies Commission with local school administrative units and get feedback on it.
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• b. Work with the Wabanaki Studies Commission and the University of Maine System to develop and fund a sample curriculum.
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• c. Add content areas relating to Wabanaki Studies to the Learning Results.

7. With regard to assessment---

• a. Involve representative(s) of the Wabanaki Studies Commission in any assessment revisions and activities, including Learning Results, MEA's, and outreach to local assessment activities.
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• b. Include questions relating to Wabanaki Studies in the MEA's.
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• c. Urge local school administrative units to include questions relating to Wabanaki Studies in their local assessments.

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8. With regard to resources to support teaching and learning about Wabanaki Studies---

• a. Provide financial and in-kind support for the development of a Wabanaki Studies Webstie at the University of Maine. The Website should include at least contemporary and historical information about the four federally recognized Tribes in Maine, sample lesson plans, a resource list, and links to other websites.
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• b. Work with the Wabanaki Studies Commission to identify and include on the Website evaluation tools that classroom teachers can use to determine the cultural appropriateness of materials they have found.
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• c. Make sure that the State's laptop computer initiative is linked to the Wabanaki Studies Website.
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• d. Encourage and support the development of regional collaborative efforts and resource centers that make sample lesson plans, other written materials, videos, and CD's about the Wabanaki available for teachers.
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• e. Inform local school adiministrative units that Wabanaki people should be compensated when they visit or provide services to schools.
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• f. Distribute sample lesson plans, newsletters, and other information about Wabanaki Studies prepared and provided by the Wabanaki Studies Commission to local school administrative units throughout Maine, including to teachers who will teach this subject. Absorb the costs of such distribution and do not charge the Commission it.
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• g. Use the Department's own Website to help inform educators about the requirements of LD 291 and to highlight resources available to assist teachers.
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• h. Support organizations that have culturally appropreate materials and resources to support educators in the implementation of the law.

• a. Collaborate with the University of Maine System on regional in-service training sessions and workshops to help K-12 teachers implement Chapter 503. During the 2003-04 school year, co-sponsor day-long sessions at several University of Maine System campuses.
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• b. Collaborate with the University of Maine System on the 5-day Wabanaki Studies Summer Institute for K-12 teachers in June 2004 and annually thereafter. Finance the Institute in partnership with the University of Maine System and fees paid by participants.
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• c. Provide information about Wabanaki Studies through planned regional workshops with social studies teachers, middle school teachers, and educators involved in the laptop initiative.
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• d. Make sure people are qualified in Wabanaki Studies before they are certified as teachers.
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• e. Encourage every College of Education in Maine to report annually to the Department on the preparation in Wabanki Studies they are providing to pre-service teachers.

C. Action Steps for Wabanaki Studies Commission

The Wabanaki Studies Commission should carry out the following action steps to support the implementation of LD 291:

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2. Continue to include as Commission members K-12 educators, a representative of the Department of Education, University of Maine System faculty, and representative of the four federally recognized Tribes of Maine. Invite other people who are seriously committed to the implementation of the law to participate in the Commission's committee work.

3. Organize a collaborative of organizations from throughout the State that have resources to support the implementation of LD291---

• a. The collaborative should meet at least quarterly with the Wabanaki Studies Commission to share information and coordinate efforts.
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• b. The organizations should include but not necessarily be limited to the Department of Education, the Native Studies Program and the Wabanaki Center at the University of Maine, The Colleges of Education within the University of Maine System, MITSC, the Maine State Museum, the Abbe Museum, the Hudson Museum, Northeast Historic Film, the Penobscot Museum, the Passamaquoddy Musum, the Passamaqwuoddy Museum at Sipayik, and other interested organizations and individuals.

4. Continue to work in consultation with Department of Education, the University of Maine System, K-12 educators, and the tribal communities to simplify and refine the framework for the Wabanaki Studies curriculum (referred to as Concentrated Areas of Study)---

• a. There should be information about the Wabnanaki in general (e.g. the meaning of sovereignty, treaty rights, how native people are different than non-native people), as well as information about each of the four federally recognized Tribes of Maine.
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• b. There should be recommendations about how to infuse Wabanaki information in various subject areas (e.g. literature, history, science.)
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• c. There should be clear connections to the Learning Results.
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• d. There should be recommendations concerning the number of hours required to teach Wabanaki Studies at various grade levels.

5. review lesson plans and identify exemplary plans to share with K-12 teachers. Provide exemplary plans to the Department of Education for distribution in electronic form to local school administrative units throughout Maine.

6. With regard to resources---

• a. Encourage the Tribes to gather names of tribal members who are willing to speak with K-12 students and/or consult with teachers in person. Also encourage the Tribes to identify tribal members who are willing to participate in recorded interviews that would be used to enrich Wabanaki Studies lesson plans in the classroom, since it is not possible for tribal members to go in person to every classroom in Maine. Work with University of Maine to make sure this information is included in the Wabanaki Studies Website.
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• b. Encourage each Tribe to make recommendations regarding culturally appropriate books, videos, CD's, and other teaching materials specific to the tribe that should be included on the Wabanaki Studies Website. Work with the University of Maine to make sure this information is included in the Website.
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• c. Work with the University of Maine to identify and include on the Wabanaki Studies Website evaluation tools classroom teachers can use to determine the cultural appropriateness of materials they have found.
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• d. Encourage and support the development of regional collaborative efforts and resource centers to help teachers teach about the Wabanaki.
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• e. Explore making resources available through libraries in Maine.

7. With regard to professional development---

• a. Work with the University of Maine System to develop:

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• guidelines for what existing teachers and pre-service teachers need to know in order to teach Wabanaki Studies;
• a sample infusion model for pre-service education; and
• a format/mechanism that Maine's Colleges of Education can use to evaluate the extent to which their students have gained knowledge about Wabanaki Studies.

• b. In collaboration with the Department of Education, get on the agendas at educators' conferences and provide information about LD 291.

• a. Prepare newsletters and a succinct guide to LD 291 about the implementation of LD291. Provide these to the Department of Education for distribution to local school administrative units, including to teachers who are likely to be involved in teaching Wabanaki Studies.
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• b. Inform the media about efforts to prepare teachers and local school administrative units for the implementation of LD 291.
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• c. explore making information about LD 291 available through libraries in Maine.

D. Action Steps for the University of Maine System

The University of Maine System should carry out the following action steps to support the implementation of LD 191:

1. Continue to work in partnership with the Department of Education and MITSC to---

• a. Identify and seek potential sources of public and private funding to help support the initial implementation, and
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• b. Support the work of the Wabanaki Studies Commission through cash and in-kind contributions.

• a. Work with the Wabanaki Studies Commission to develop guidelines for what in-service teachers and pre-service teachers need to know in order to teach Wabanaki Studies.
•  
• b. Prepare new teachers by infusing Wabanaki Studies throughout teacher education courses.
• Form a work group including representative of the Colleges of Education, the Native Studies Program, and the Wabanki Studies Commission to figure out how to do this.
• Make sure the work group consults with the Wabanaki Studies Commission through the Commission's representative (s).
• Direct the work group to develop a format/mechanism that the Colleges of Education can use to evaluate the extent to which their pre-service students have gained knowledge about Wabanaki Studies.
•  
• c. Require the Colleges of Education report annually to the Chancellor of the University System and the Commissioner of Education about how they are helping to implement LD 291.
•  
• d. Organize five or six day-long regional in-service training sessions during the 2003-2004 school year at University of Maine System campuses to help K-12 teachers prepare for the implementation of Chapter 503.
•  
• e. Host the week-long Wabanaki Studies Summer Institute for K-12 teachers in June 2004 and annually thereafter. Finance the Institute in partnership with the Department of Education and fees paid by participants.

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• f. Continue collaborative efforts among the Native Studies Program, the Maine Studies Program, and the College of Education at the University of Maine to develop how to teach Wabanaki Studies in person and through distance learning.
•  
• g. Promote distance learning for substantive content areas, not for courses about stereotypes and attitudes.
•  
• h. Continue to provide access to the "Introduction to Wabanaki Studies" through the Native Studies Program at the University of Maine, and encourage the Native Studies Program to develop a web-based course.

4. With regard to resources---

• a. Use the materials gathered for the June 2003 Wabanaki Studies Summer Institute as the beginning of a Wabanaki Studies Website and provide financial support for the full development of the Website in partnership with the Department of Education.
•  
• b. Make sure that names of tribal members (gathered by the Tribes) who are willing to speak with K-12 students and/or consult with teachers in person and who are willing to participate in recorded interviews that will be shared with K-12 students and teachers are included on the Wabanaki Studies Website.
•  
• c. Note that Wabanaki people should be compensated when they visit or provide services to schools.
•  
• d. Encourage and support the development of regional collaboratives and resource centers.

E. Action Steps for the Tribes

The Aroostook Band of Micmacs, the Houlton Band of Maliseet Indians, the Passamaquoddy Tribe, the Penobscot Nation should carry out the following action steps to support the implementation of LD 291:

1. Continue to support the work of the Wabanaki Commission.

2. With regard to curriculum---

• a. Provide continuing advice on the cultural appropriateness of the Concentrated Areas of Study.
•  
• b. Identify tribal members who are willing to speak with K-12 students and/or consult with teachers in person. Describe their areas of expertise. Find out if and what they charge for their work. Forward their names and charges to the Wabanaki Studies Commission for inclusion in the Wabanaki Studies Website.
•  
• c. Identify tribal members who are willing to participate in recorded interviews that would be used to enrich Wabanaki Studies lesson plans in the classroom, since it is not possible for tribal members to go in person to every classroom in Maine. Forward their names to the Wabanaki Studies Commission for inclusion in the Wabanaki Studies Website.
•  
• d. Provide recommendations to the Wabanaki Studies Commission regarding culturally appropriate books, videos, CD's, and other teaching specific to each Tribe that should be included on the Wabanaki Studies Website.

4. Encourage the Department of Education, in collaboration with the University of Maine System and other higher education institutions, to develop a process that ensures, that pre-service and in-service teachers receive the training they need to teach Wabanaki Studies adequately.

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The Maine Indian Tribes-State Commission (MITSC) should carry out the following steps to support the implementation of LD 291.

2. Support the work of the Wabanaki Studies Commission through cash and in-kind contributions.

3. Help identify and apply for potential sources of public and private funding to help support the initial implementation, particularly resource development and professional development.

4. By June 1, 2004, assess the progress of the implementation of LD 291 and recommend actions that the Wabanaki Studies Commission, Department of Education, University of Maine, and the Tribes should take to help assure the timely and full implementation of the law.

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Attachment 1

PUBLIC LAWS OF MAINE
First Regular Session of the 120th

CHAPTER 403
H.P. 255 - L.D. 291

An Act to Require Teaching of Maine Native American
History and Culture in Maine's Schools

Be it enacted by the People of the State of Maine as follows:

    Sec. 1. 20-A MRSA 4706, as amended by PL 1991, c. 655, §4, is further amended to read:

§4706.     Instruction in American history, Maine studies and Maine Native American history

    The following subjects shall be are required.

    1. American history.  American history and civil government, including the Constitution of the United States, the Declaration of Independence, the importance of voting and the privileges and responsibilities of citizenship, shall must be taught in and required for graduation from all elementary and secondary schools, both public and private.

    2. Maine studies. A course in Maine history, including the Constitution of Maine, Maine geography and environment and the natural, industrial and economic resources of Maine and Maine's cultural and ethnic heritage must be taught in at least one grade from grade 6 to grade 8, in all schools, both public and private. These concepts must be integrated into the curriculum in grades 9 to 12. A required component of Maine studies is Maine Native American studies addressing the following topics:

• A. Maine tribal governments and political systems and their relationship with local, state, national and international governments;
•  
• B. Maine Native American cultural systems and the experience of Maine tribal people throughout history;
•  
• C. Maine Native American territories; and
•  
• D. Maine Native American economic systems.

   Sec. 2. Maine Native American History and Culture Commission. The Maine Native American History and Culture Commission, referred to in this section as the "commission," is established to help prepare for the inclusion of Maine Native American history and culture into the required course in Maine studies as specified in the Maine Revised Statutes, Title 20-A, section 4706, subsection 2.

    1. Membership. The commission consits of the following 15 members:

    A. Eight members selected by the tribal chiefs and governors of the Passamaquoddy Tribe, the Penobscot Nation, the Houston Band of Maliseet Indians and the Aroostook Band of Micmacs. At least one of these members must be appointed to serve from the Maine Indian Tribal-State Commission.

    B. Six members selected by the Commissioner of Education, including an elementary school teacher, a middle school teach, as high school teacher, a curriculum director, a superintendent or principal and an employee of the Department of Education; and;

    C. One member selected by the Chancellor of the University of Maine System.

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    2. Duties. The commission shall:

    A. Assist school administrative units and educators in the exploration of a wide range of educational materials and resources relating to Maine native American history and culture.

    B. Identify materials and resources for implementing Maine Native American history and culture; and 

    C. Involve other knowledgeable organizations and individuals able and willing to assist with this work, including but not limited to museums and educators.

    3. Convening the commission. No later than 30 days following the effective date of this Act, the Maine Indian Tribal-State Commission shall call and convene the first meeting of the commission and preside over the selection of a chair.

    4. Reporting. The commission shall report its findings to the Commissioner of Education for implementation and shall provide a copy to the Maine Indian Tribal-State Commission, regarding:

    A. Educational materials that are appropriate to assist school administrative units and educators in the State to include Maine Native American history and culture into the required course in Maine studies; and

    B. Opportunities for professional development, training and technical assistance that must be provided to assist school administrative units and educators in the State in implementing Maine Native American history and culture into the required course in Maine studies.

    5. Staff assistance and resources. The Maine Indian Tribal-State Commission shall provide staffing assistance to the commission. Each entity appointing members to the commission shall reimburse its appointees to the commission for travel costs associated with participation in commission meetings and other activities of the commission. Each entity shall assist in identifying and securing resources to enhance the work of the commission.

    6. Implementation. The commission shall provide a preliminary report to the Commissioner of Education for dissemination to educators in the State by June1, 2002 and a final report by September1, 2003.

• Sec. 3. Report must include plan to assist school administrative units. The recommendations of the Maine Native American History and Culture Commission must include a plan to assist the Department of Education in helping school administrative units implement instruction in Maine Native American Studies. The plan must also include criteria to identify school administrative units having difficulty meeting the instructional components of Maine Native American Studies and the provision of assistance to these school administrative units. The plan for assistance must be established by July 30, 2004 and implemented during the 2004-2005 school year.
•  
• Sec. 4. School to implement Maine Native American Studies subject to availability of funds. Following review of the recommendations of the Maine Native American History and Culture Commission, school administrative units may not be required to take and action that necessitates additional expenditure from local revenues unless the Department of Education pays for 90% of the additional costs. Implementation of instruction in Maine Native American Studies is at the discretion of the school administrative unit if additional local expenditures are required for implementation and the department has not paid its share of the additional local costs.

    As school administrative unit that determines that it is unable to implement instruction in Maine Native American Studies within existing state and local resources shall present its findings and supporting evidence to the Department of Education. The department shall review the findings and evidence and, if necessary, assist the unit in planning for implementation.

Effective September 21, 2001.

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Attachment 2

Wabanaki Studies Commission

*  Replacing Richard M. Doyle
** Replacing Gail Rae Carter

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Attachment 3

Summary of Meeting of
Wabanaki Studies Commission

The Wabanaki Studies Commission has held full-day meetings approximately once a month since its first meeting in October 2001. Commission members have discussed the following topics during these meetings.

During their October 19, 2001 organizational meeting, which was sponsored by the Native American Programs at the University, Commission members engaged in a  visioning exercise (how Maine's schools should be doing things differently in ten years); reviewed resources available and needed to support the work of the Commission; selected their chairperson; and began to discuss the operations of the Commission.

On November 5, 2001, Commission members reviewed a draft mission and vision statement for the Commission; shared their expectations about what the Commission will do; continued their dicsussion about operations (ground rules, process issues, possible subcommittees, and staff for the Commission) and identified a number of things that students should learn and really understand.

On December 10, 2001, they finalized their process for selecting a staff person. They also agreed to identify what should be taught and learned and what resources are needed to do this in each of the four topics identified in the law---tribal government, tribal culture and history, tribal territories, and tribal economics. They began with tribal territories, breaking down into small groups organized by grade level.

On January 8, 2002, Commission members discussed what should be taught and learned with regard to Wabanaki economic systems; shared a number of books and other resources that potentially could be helpful to teachers and students; and emphasized the importance of involving the Department of Education and tribal communities in this initiative.

There was no meeting in February because of snow. On March 4, 2002, Commission members and staff shared additional materials that potentially could be helpful to teachers and students; decided to participate in the March 11 State of the Tribes Day at the Maine Legislature; and continued the discussion of what should be tauaght and learned with regard to Wabanaki economic systems.

Commission members began their meeting of April 1-2, 2002 with a discussion about what they want each student to know about the Wabanaki people by the time he/she graduates from high school. They also discussed who should determine what is taught and they identified the need for ongoing commitments to the Wabanaki Studies Commission by the the Department of Education, the University of Maine, and the Maine Indian Tribal-State Commission. In small groups organized by grade level, they discussed what should be taught and learned about tribal government, tribal history, and tribal culture. They also had an introductory conversation with Ruth Townsend, College of Education at the University of Maine in Orono, about the relevance of Maine's Learning Results to Maine Native American Studies.

On May 6, 2002, Commission members met with Connie Manter of the Maine Department of Education to further explore the relationship between the work of the Commission and Maine's Learning Results. Ms. Manter suggested a framework for organizing what should be taught and learned. Commission members also reviewed an outline for their preliminary report (due at the beginning of June 2002); began to discuss what they want to do in the coming months.

On June 6, 2002, Commission members met in Augusta with Commissioner Duke Albanese and Deputy Commissioner Judy Lucarelli of the Department of Education. Commissioner Albanese made the following comments:

• The Department will support the new law, but the support will come from content area consultants who also wear other hats.
  
• The Department is a good convener, for example in the area of professional development. This can be directed at both existing teachers and undergraduates in the Colleges of Education.

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• Technology, such as laptops and a website with primary resources, are a smart way to provide information. There could be a website linked to the Department of Education. Teachers could be directed to resources (including people resources), professional opportunities, adn examples of approaches that work and those that need to be undone.
  
• The assessment of the learning resulting from Wabanaki Studies should include a mix of state and local measurements.

During the summer of 2002, an ad hoc working group of the Commission met two times to figure out how the learning Results could be linked to the concepts and information that students should know about the Wabanaki and to begin planning how to develop sample lesson plans for teachers.

On September 16, 2002, Commission members reviewed the summer's work, continued refining what should be taught and learned about the Wabanaki, and reviewed a draft request for proposals to get K-12 educators to help develop units of learning during a Summer Institute.

On October 7, 2002, Commission members discussed the Summer Institute, as well as the evaluation of educational resources. They also met with representatives of organizations with an interest in Wabanaki Studies, including the Abbe Museum, American Friends Service Committee, Hudson Museum, Kingfisher Productions, Maine Discovery Museum, Maine State Museum, Penobscot River Coalition, Tanglewood, and Tureen Productions.

During meetings of November 11, 2002; December 2, 2002; January 6, 2003; February 10, 2003; April 7, 2003; and Many 19, 2003, Commission members continued refining the Concentrated Areas of Study (what should be taught and learned about the Wabanaki), planning for the Wabanaki Studies Summer Institute, and discussing fund-raising for the Commission's activities and for implementation of LD 291.

Commission members met in August on April 7, 2003 and on May 19, 2003, where they continued their work on the Concentrated Areas of Study and the Summer Institute. On April 7, several members participated in Wabanaki Day at the Legislature prior to the meeting. On May 19, Susan Gendron, the new Commissioner of the Department of Education, had lunch with the Commission members. She expressed support for continuing to partner with the University of Maine System and MITSC with regard to the Commission and the implementation of LD 291.

During June 23-27, 2003, several Commission members and staff served as resource people and facilitators for the first-ever Wabanaki Studies Summer Institute held at the University of Maine.

On July 24, 2003 and August 14, 2004, Commission members turned their attention to their final report to the Department of Education due September 1, 2003. During the August meeting, they agreed that the Chair and staff should visit each tribal community to provide an opportunity for comments on the draft recommendations prior to submittal of the final report to the Department even though this means the final report will be submitted after the deadline.

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Attachment 4

Vision of Wabanaki Studies Commission

• The focus will be on Maine Indians, both present and past.
  
• Wabanaki Studies will be infused throughout the curriculum. This will be taught not just as part of social studies, but is all areas of the curriculum.
  
• The information that is taught will be accurate.
  
• Teaching and learning will be on a higher level than just focusing of facts. There will be a deeper understanding of Wabanaki culture and people.
  
• Teaching will cover past and present contributions by the Wabanaki people.
  
• Teaching will reflect the diversity within and among the Tribes.
  
• Ethical issues will be included.
  
• Teachers and students will look at the Tribes, the Wabanaki Confederation, and borders. they will look at what the government has done to the Tribes as a result of drawing borders, The focus will be on Maine Indians, but this will be transcended a bit to look beyond the borders.
  
• Learning will happen not only in the classroom. When possible, learning also will happen in context-rich settings.
  
• Wabanaki people will come to schools and teach children that Native people are successful people.

Students who have participated in Wabanaki Studies will---

• Come away with fundamental knowledge about Wabanaki history and culture, have a realistic and accurate view of the Wabanaki people, and have better understanding of and appreciation for the Wabanaki people.
  
• Understand honor and beauty, not just the facts or the power of one group over another.
  
• Understand that something does not have to be "either/or."
  
• See things from another point of view.

• Participate in ongoing staff development activities.
  
• Have resources available to them, which have been developed or recommended by Wabanki people.
  
• Have benchmarks they have to meet. They will call into a specific resource center to get information or they will go to a website to get information.

• There will be sufficient funding.
  
• Wabanaki people will guide the development of resources.

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• There will be a Maine Native American Studies clearinghouse and webstie, based on a database of Maine-based resources for teachers. These resources will be readily available to teachers.
  
• When available, Wabanaki people will enrich classroom teaching by K-12 educators. They will be paid for the education they provide.
  
• There will be a process to handle difficult issues in a safe/nurturing environment.
  
• There will be criteria and a process for evaluating the appropriateness of materials and people involved with the Wabanaki Studies.

• Core outcomes will be expected. Fundamental things will have to be taught and learned. Wabanaki people will help guide what these outcomes are.
  
• Mechanisms will be in place to know whether/the extent to which the new law is being implemented sucessfully (e.g. Learning Results, MEA's local assessment, other monitoring).
  
• Wabanaki Studies will have been institutionalized statewide as part of Learning results and MEA's.

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Attachment 5

Concentrated Area of Study (CAS)

(This list is not complete. Some items need to be refined)

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• 1. The People
• a. The Wabanaki have lived in what now is known as Maine and the Maritimes for 12,000 years.
• b. Wabanaki consist of four federally recognized tribes. Population of members for each tribe.
• c. Meaning of Wabanaki and the names of the four tribes.
• d. Relationship of Wabanaki and the use of the words Abenaki and Abnaki.
• e. The Wabanaki Confederacy
• 2. Where they live today (location of each tribal community).

B. Why is important to study the Wabanaki?

C. Stereotypes

• 1. Positive and Negative
• 2. Current Misperceptions

D. Wabanaki Contributions

• 1. Medicines
• 2. Military Service
• 3. Canoes
• 4. Snowshoes
• 5. Place Names (See Traditional Territories)
• 6. Guides Helping the State's Tourists
• 7. Athletes
• 8. Entertainers
• 9. Basketmakers
• 10. Authors

II. Wabanaki Tribal Territories

A. Concepts of Wabanaki Lands (This deals more with the way the Wabanaki viewed the land. Traditional Lands deal with the actual land and its use.)

• 1. Land Was Held in Common
• 2. Importance of Hunting and Fishing / Sustenance Rights
• 3. Land Use Was Seasonal
• 4. The Environment Was Important
• 5. Indigenous verses European View of Land
• 6. Boundaries
• 7. Economic Value of Land

B. Traditional Lands

• 1. Traditional Resources
• a. Sweet grass
• b. Brown Ash
• c. Fiddle Heads
• d. Many More
• 2. Land Use Prior to Contact
• 3. No International Borders
• 4. Trade Routes (Canoe Routes)
• 5. Maps by Wabanaki People
• 6. Tribal Territories
• 7. Place Names

C. Impact of European/American Contact on Territories

• 1. Conflicts Over Land
• 2. Border Conflicts
• 3. Reservations, Communities, Villages, and Moving Bands. Some Tribes Were Landless as Late as the 1960's.

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• 4. Allotment

D. Contemporary Land Issues and Use

• 1. Lane Use Today
• 2. Where the Reservations are Today
• 3. Process of Getting Land into Trust.
• 4. Location and Definitions of Today's Lands (Fee, Trust, and Reservation)
• 5. Water Use and Cleanliness
• 6. Land Claims for Each Tribe
• 7. Relationship to Land and First Peoples in Canada

III. Wabanaki Tribal Governments and Political System

• 1. Leadership Roles
• 2. Values
• 3. Power Derived from the People
• 4. Tribal Membership is a Key Function of Tribal Government
• 5. Wabanaki Confederacy

B. Sovereign Nations

• 1. Sovereignty is Not a New Concept
• 2. Sovereignty is Inherent
• 3. Tribes are Nations within a Nation
• 4. Tribal Examples of Diplomacy and an Active Voice in Government
• 5. Special Wabanaki Example of Sovereignty and Diplomacy.

C. Impact of Contact on Governmental Systems

• 1. State Tribal Representatives (Not Applicable to All Tribes)
• 2. Relationship of Wabanaki with:
• a. Other Native Nations
• b. Crowns (French and English)
• c. United States
• d. Canada
• e. State of Massachusetts
• f. State of Maine
• g. Vatican
• 3. Changes in Leadership Roles Due to Contact
• a. Changes Beginning in the 1850's
• b. Imposition of the European Style of Government
• c. Effects of Losing Traditional Leadership Roles
• d. Transition to the Leaders of Today

D. Contemporary Wabanaki Governments

• 1. Basic Structure of Tribal Government Today
• a. Tribal Leader - Chief or Governor
• b. Tribal Council - Policy making body
• c. Tribal Laws
• d. Tribal Agencies
• e. Tribal Courts
• 2. Differences between Tribal Governments
• a. Different Constitutions and Bylaws
• b. Some Have / Some Do Not Have:
• i. State Representatives
• ii. Tribal Schools
• iii. Tribal Courts
• 3. Wabanaki Confederacy (Modern Form)
• 4. Land Claims
• 5. Contemporary Issues
• a. Land Use
• b. Water Use

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• c. Law Enforcement
• d. Child Welfare
• e. Hunting and Fishing (Sustenance Rights)
• f. Internal Tribal Matters (Freedom of Information)

IV. Wabanaki Economic Systems

A. Traditional Economic Systems

• 1. Prescribed System of Bartering and Trade Routes
• 2. Wabanaki People Survived without Stores and Money
• 3. Economic System Was Different from European Model
• 4. Economic System Was a Sophisticated Approach to Survival: 
• a. Hunting and Fishing (If one area was rich in one commodity and another was rich in another, the Tribes would trade, share, or engage in warfare to get needed resources.)
• b. Conservation of Resources was Practiced.
• c. Archaeological Data (Norse Jewelry, Stones from Greenland)
• 5. Wampum (Was not from this area, became valuable during European contact)

B. Impacts of Contact on Economic Systems

• 1. Impacts on Culture 
• a. Trade, Technology, and Gadgets (Have had impacts on culture historically and today)
• b. As Economies Changed, the Wabanaki People Took on Another Way of Living (People are not able to live the traditional life anymore because of the existence of cars, lights, etc.)
• 2. Economics Continues to Provide a Means of Cultural Survival
• 3. Loss of Land Base for Hunting
• 4. Impact of Borders and Fences 
• 5. Portage Rights
• 6. Impact of Treaties on Economics
• 7. Wabanaki in the Work Place ( lumbering, textiles, shoes, tanneries, ice industry, etc.)
• 8. European versus Wabanaki Concepts of Economics:
• a. Being "Rich" to Wabanaki People Meant Providing Sustainability and Something Essential to the Family Each Day.
• b. Economics is More about Relationships to the Wabanaki People.

C. Contemporary Wabanaki Economic Systems

• 1. Indian Tribal Members Own and Operate Businesses
• 2. Tribes Own and Operate Businesses
• 3. Gaming Is Part of Economics (proceed go back to the communities)
• 4. Tourist Trade is Part of Economics, (Many items---baskets, root clubs, bead work---that were functional became a commodity for sale to the tourist.)
• 5. Financing for the Tribes:
• a. Grants
• b. Contracts
• c. Bureau of Indian Affairs
• d. Indian Health Service
• 6. Economic Development Today and in the Future
• 7. Economic Distress
• a. Wabanaki People Are More Likely to Be Poor than White People Are
• b. Many Wabanaki People Have Left the Reservation Because of Economics
• c. There are Homeless Wabanaki People Living off the Reservations.
• 8. Costs of Running a Nation
• 9. How Land Claims Settlement Money was used

V. Wabanaki History

A. Introductory Footnote

• 1. The Red Paint People as Ancestors
• 2. Identify Sources for Individual Tribal Histories

B. Traditional History

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• 1. Origin Story
• 2. Oral History (Traditions)
• 3. Petroglyphs

• 1. Bounty Proclamation
• 2. Epidemics
• 3. Depopulation

D. Colonial Period

• 1. Norridgewok
• 2. 100 Years of War
• 3. Fur Trade
• 4. Settlements
• 5. Missionaries
• 6. Treaties

E. Revolutionary Period

• 1. Why the Wabanaki Sided with the Colonists during the War
• 2. There Were many Wabanaki People Who Served in the War
• 3. Land Grants in Maine after the War
• 4. International Border Issue

F. Interactions with the United States

• 1. Trade and Intercourse Act
• 2. Jay Treaty in 1796

G. Interactions with the State of Massachusetts and/or Maine

• 1. Border Issue of 1842
• 2. Maine Constitution Defining Indians
• 3. Duties and Responsibilities that Maine Inherited from Massachusetts
• 4. Indian Agents (Imposition, and acting on behalf of the Tribes---Passamaquoddy and Penobscot---but not in the best interests of them.)
• 5. Micmac and Maliseet Were Not Recognized by the State of Maine: Only Recognized by Massachusettes.
• 6. Treaty with Passamaquoddy
• 7. Treaty with Micmac
• 8. Treaty with Maliseet
• 9. Treaty with Penobscot
• 10. Treaty of 1763

H. Survival

• 1. Education
• 2. Economics (How needs were met on the reservations and in communities.)
• a. Basket making
• b.. Forestry
• c. Guiding
• d. Fishing
• e. Entertainment
• 3. Wars: Civil, WWI, WWII, Korean Conflict, and Vietnam War
• a. Those serving
• b. Effects on the Tribal Communities
• 4. Depression: Effects on the Tribal Communities
• 5. Maintaining a Sense of Community Without a Reservation

I. Self-determination

• 1. Activism
• 2. Federal Assistance for Poverty
• 3. Fully Enfranchised 1967
• 4. Land Claims
• 5. The Tribes Are Still Struggling for Their Existence. (Economics and Culture)

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• 6. Current Events
• a. Offensive Place Names
• b. Casino
• c. Water Issues
• d. Others

VI. Wabanaki Culture

(this needs to be refined)

A. Worldview

• 1. Spirituality
• 2. Ceremonial Dancing and Singing
• 3. Balance and Harmony with Environment
• 4. Spiritual Connection to Kin
• 5. Reciprocity to Land and Resources
• 6. Interconnected Tribal Groups

B. Languages

• 1. Four Languages?
• 2. Structure of Languages
• 3. Fewer Nouns than Verbs
• 4. Algonkian-Based

C. Family

• 1. Gender Roles
• 2. Extended Family
• 3. Clan Membership

D. Land Ethics

E. Oral Traditions - Sacred Stories

• 1. Creation Stories
• a. Klooscap and Molsum
• b. Arrow in Ash Tree Story
• 2. Klooscap Stories
• a. Frog Monster
• b. Klooscap and His People
• 3. Define creator / trickster figures meaning

F. Health Systems

• 1. Plants
• 2. Holistic Approach
• 3. Health is balance between mind, body, & spirit
• 4. Healers

G. Art

• 1. Double curve motif
• 2. Clothing
• 3. Baskets
• 4. Root Clubs
• 5. Contemporary Artists

H. Government

• 1. Consensus
• 2. Autonomous Bands
• 3. Wabanaki Confederacy

I. Education

• 1. Oral
• 2. Elders
• 3. Stories

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• 4. Gender specific

• 1. Canoes
• 2. Baskets
• 3. Snowshoes
• 4. War Clubs
• 5. Pottery
• 6. Clothes
• 7. Moccasins
• 8. Spears
• 9. Petroglyphs
• 10. Fishing Weir and Float
• 11. Wigwams
• 12. Preservation of Food

• 1. Medicines
• 2. Migratory Patters of Animals and Birds
• 3. Geography
• 4. Food
• 5. Geology
• 6. Astronomy

• 1. Trading
• 2. Hunting
• 3. Using Science and Technology
• 4. Daily Work
• 5. Gathering

• 1. Wigwams
• 2. Canoe
• 3. Different Kinds Depending on Place and Season

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Attachment 6

All Cultures Circle*
Carol Cornelius

*All cultures have these componets

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Attachment 7

Preliminary Wabanaki Studies Resource List