Powerful Words
Research Topics, Guiding Questions
Begin Here: All students should first complete four tasks:
1. Review the Essential Questions. Do you understand them? Ask questions. Think about
them.
2. Reread the Document to which you have been assigned.
3. Download the ChunkNotes Table (Word document) - your teacher may provide this to
you on paper. You can also print it from the web page.
4. Bookmark and study the Maine PBS Native Peoples Timeline:
http://www.mainepbs.org/hometsom/timelines/natamtimeline.html . Focus upon events
between 1200 and 1900. Complete the first row of your ChunkNotes Table.
General Resources of use to all: all students should make use of at least one of these websites. The
Fact Sheets may be blocked by public school Internet filters. Level A resources are more difficult.
 Passamaquoddy Indians Fact Sheet http://www.geocities.com/bigorrin/passamaquoddy_kids.htm
 Abenaki Indians Fact Sheet - http://www.geocities.com/bigorrin/abenaki_kids.htm
 Abenaki Life Style - a resource from a New Hampshire school district - food, shelter,
games, clothing, travel, burials - http://www.govwentworth.k12.nh.us/goals20004WebSite/history/Native Americans/lifestyle.html
 Penobscot Indians Fact Sheet - http://www.geocities.com/bigorrin/penobscot_kids.htm
 Maliseet Indians Fact Sheet - http://www.geocities.com/bigorrin/maliseet_kids.htm
 Micmac Indians Fact Sheet - http://www.geocities.com/bigorrin/mikmaq_kids.htm
 Mi'kmaq People - http://museum.gov.ns.ca/arch/infos/mikmaq1.htm
 Level A: Abenaki Historical Background - be sure to check out the source of these
materials - you will find here some excellent historical accounts (transcribed primary
documents) - http://avcnet.lewiston.lib.me.us/ne-do-ba/nhis_001.html
 The Abenaki - overview from Vermont - family roles, clothing, hunting and food http://personalweb.smcvt.edu/winooskimills/Abenaki/Abenakimain.htm
 Wabanaki Studies - new official publication of the Maine Webanaki Studies
Commission, created to guide and support the Maine Learning Results and the study of
the Wabanki culture, both past and current - http://www.umaine.edu/ld291/
Print:
The Wabanakis of Maine & the Maritimes. American Friends Service Committee, 1989. - Excellent
print resource for education - includes lesson plans for three levels, stories, transcribed interviews,
short content passages (covering most of the WebQuest topics), and much more information on the
topics (and other topics) than can be found on the Internet. Ask your Librarian.
Maine Dirigo "I Lead". Dean B. Bennett. Down East Books, Camden, Maine, 1980. - Although not fully
up-to-date, this old text does contain information and images (photographs especially) that are useful
for the WebQuest.
Government and Sovereignty – a Level A topic
Guiding Questions:
1.
2.
3.
4.
What is the traditional "political system" of the Wabanaki? (varies slightly with tribes)
How is this system reflected in current tribal government systems?
What were reasons for tribes to meet in formal councils?
What does this system tell you about the values of the Wabanaki?
Web Resources:
 Current Micmac tribal government - http://www.micmacnsn.gov/html/tribal_government.html
 Current Maliseet tribal government - http://www.maliseets.com/government.htm
 Micmac Culture - scroll down the page to the heading Culture http://www.dickshovel.com/mic.html
 Micmac Aboriginal Life - http://collections.ic.gc.ca/heirloom_series/volume2/section1/26.htm
 Abenaki Culture - Government (scroll down to heading) http://www.bmuschool.org/webquests/webquest1/History.htm
 Wabanaki History - summarizes one view of current Wabanaki issues re: sovereignty in
US - http://www.geocities.com/CapitolHill/9118/gkis5.html
 Traditional Micmac Culture - scroll down to 3rd paragraph http://www.heritage.nf.ca/aboriginal/micmac_culture.html
 Wampum belts and Inter-Tribal Communication - scroll down or search for "Wampum" http://www.gnb.ca/0016/oralhist.htm
Free Time, Sport and Entertainment
Guiding Questions:
1.
2.
3.
4.
What Powerful Words characterize the games the Wabanaki played?
What Words describe the games themselves?
What roles did song and dance play in the Wabanaki life?
What traits did it take to make the games and instruments you have read about?
Web Resources:
o Ring and Pin Game - http://www.nativetech.org/games/ring&pin.html
o Waltes - video of Waltes being played, information - http://www.mikmaqassoc.ca/Historical Articles/Waltes.htm
o Game of Waltes - http://mrc.uccb.ns.ca/miscellany.html#6
o Ball and Triangle Game - http://www.nativetech.org/games/ball&tri.html
o Drum - http://www.civilization.ca/aborig/stones/instru/I14891.htm
o Micmac Honor Song (Real Audio) - requires plug-in http://www.klaritymusic.com/00091_001.html
o Mi'kmaq Games - http://collections.ic.gc.ca/objects/mi'kmaqgames.htm
o Traditional Indian Games and Toys (snow snake) - http://www.avcnet.org/ne-doba/mc_gam01.html
o Glooscap and Winpe - about the origin of lacrosse http://www.indigenouspeople.net/winpe.htm
Stories and Legends - The special task of those who read the stories is to learn about Wabanaki
tribal culture (beliefs, values, ways of life, everyday life) from the stories. These are rich resources!
Read at least three different stories and visit one of the General Resources.
Guiding Questions
1. What lessons are taught in these stories?
2. What values of the Wabanaki can you gather from the stories (family values, relationship with
nature, personal values)
3. What Powerful Words are central to these lessons?
Creation Stories:
 Glooskap and His People - a Penobscot creation story that is used for an Indian Island
School animation (see the animation on The Frog Monster and Other Stories VHS) http://www.earthbow.com/native/algonquin/glooskap.htm
 MicMacCreation Story - http://www.mikmaq.com/stories/0001.html OR
http://www.indigenouspeople.net/crmicmac.htm - Level A - this is a rich story that tell
much about core traditional values
Other - Easier
 Gluskap Fashions the Animals – Maine Speaks p.135
 Koluskap and the Wind – Maine Speaks, p. 137
 How Master Lox Played a Trick on Mrs. Bear - Glooskap's Children, p. 49
 Glooscap Fights the Water Monster - http://www.firstpeople.us/FP-HtmlLegends/GlooscapFightsTheWaterMonster-Passamaquoddy.html
 Glooscap and the Baby - http://stories.freeweb-hosting.com/webdoc144.htm OR
http://mywebpage.netscape.com/lynsanders/morestories
 Raccoon Learns a Lesson - http://www.mikmaq.net/stories/0010.html
 The Mountain - http://www.wabanaki.com/the_mountain.htm
 Glooscap Changes Bad into Good http://www.lib.unb.ca/Texts/QWERTY/Qweb/qwerte/mic_mal/bad2good.htm
 How Rabbit Got his Long Ears - http://www.mikmaq.net/stories/0007.html
 How Kluskap Found the Summer - http://www.mikmaq.com/stories/0018.html
 The Tide - http://www.mikmaq.com/stories/0021.html
 The Creator Visits - http://www.mikmaq.com/stories/0003.html
Other - Level A
 The Coming of Glooskap – Maine Speaks, p. 132
 When Koluskap Left the Earth – Maine Speaks, p. 140
 The Hidden One - http://www.mikmaq.com/stories/0011.html
 The Lazy Rabbit - http://www.mikmaq.com/stories/0017.html
 Badger and the Green Giant - http://www.indians.org/welker/badger.htm
 The changing of Kikjikj - http://www.mikmaq.net/stories/0006.html
 Glooscap and Winpe - about the origin of lacrosse http://www.indigenouspeople.net/winpe.htm
Travel & Transportation : Canoes, Snowshoes, Cradleboards, other
Guiding Questions:
1. What needs were met by the canoes, showshoes, cradleboards, etc.? How were these needs
met?
2. What skills and knowledge were necessary to build and use these items?
3. What values are demonstrated by the use of Cradleboards?
4. What Powerful Words describe these values and skills?
Resources:
 Traditional Micmac Culture - scroll down to the picture of the man make showshoes http://www.heritage.nf.ca/aboriginal/micmac_culture.html
 Maliseet: technologies of travel - http://collections.ic.gc.ca/objects/maliseettrans.htm
 Showshoes: a Gift from Gluskabe - online exhibit from the Hudson Museum http://www.umaine.edu/hudsonmuseum/Online Exhibits/Snowshoes/
 Making a birchbark canoe - http://www.northwestjournal.ca/VIII4.htm
 Crooked Knives: Tools of the Trade - click on the link to bikahtagenigan http://www.umaine.edu/hudsonmuseum/crknives/index.html
 Micmac Aboriginal Life - toward the bottom of the page, read about canoes and
showshoes - follow the Next link also http://collections.ic.gc.ca/heirloom_series/volume2/section1/2-6.htm
 Facing Their World - this online exhibition of Cradleboards includes general Eastern
Woodland information as well as examples from the Wabanaki (active link as of
12/18/04) http://www.pequotmuseum.org/Home/ResearchCollections/COLLECTIONS/FacingTheir
WorldNativeCradleboardsintheEasternWoodlands.htm
Clothing and Ornaments (Decoration, Jewelry, tools for making both)
Guiding Questions:
1. What does the decoration of clothing suggest about the values, skills, and nature of the
Wabanaki?
2. How does the "production"/making of clothing (materials, tools, time, who did it) reflect values
of the Wabanaki?
3. In what ways did the European arrival affect the clothing of the Wabanaki?
4. What Powerful Words describe these values and skills?
Resources:
 Be sure to follow links in the General resources, as well as those below.
 Regional Overview of Native American Clothing Styles http://www.nativetech.org/clothing/regions/region3.html
 Mi'kmaq Clothing - http://collections.ic.gc.ca/objects/mi'kmaqclothing.htm
 Brilliantly Beaded - http://www.umaine.edu/hudsonmuseum/virtual1.htm
 Porcupine Quill Decoration - http://www.nativetech.org/quill/quillbark/
 Porcupine Quill Embroidery - http://www.nativetech.org/quill/quill.html
 Native American Clothing Styles - sketches of traditional dress http://www.nativetech.org/clothing/regions/region3.html
 Wampum: History and Background – Level A - be sure to locate the Use of Wampum in
this text - http://www.nativetech.org/wampum/wamphist.htm
Shelter
Guiding Questions:
1.
2.
3.
4.
Were the Wabanaki migratory or did they have a "homebase"?
What skills, knowledge and character traits were necessary to build the wigwams?
In what ways did the Wabanaki shelters support their culture and lifestyle?
What Powerful Words describe the shelters and their uses?
Resources:
 Photographic tour of Contemporary Wigwams http://www.nativetech.org/wigwam/phototour.html
 Micmac Wigwam - http://www.heritage.nf.ca/aboriginal/micmac_wigwam.html
 Micmac encampment - http://www.gnb.ca/0016/images/wigwam.jpg
 Wigwam - 1st paragraph only http://www.mnsu.edu/emuseum/prehistory/settlements/regions/east_and_southeast.htm
l
 Building a Wigwam - don't be confused by the image at the top! http://www.nativeamericans.com/Wigwams.htm
 Wigwams - http://www.newigwam.com/TRIBES.html
 "Domiciliated Indians of North America" (image) - does this image fit your research?
Show it to your larger group http://collections.ic.gc.ca/heirloom_series/volume2/section1/2-6link1.htm
Food & Seasonal Cycle (including tools for hunting and fishing, medicines)
Guiding Questions:
1. Did the Wabanaki live day to day or did they plan ahead?
2. What do the foods and medicines of the Wabanaki tell you about their values and their
relationship with nature?
3. What do the traditional tools, weapons, and hunting/fishing techniques tell you about the
Wabanaki as thinkers and problem-solvers?
4. What Powerful Words can you use to describe these abilities and values? This relationship
with nature?
Resources:
Be sure to check out the lists of plants and the section on hunting and fishing in Wabanakis of Maine
and the Maritimes.
 Maliseet Tools - http://collections.ic.gc.ca/objects/maliseettools.htm
 Level A: Scroll to 4th paragraph:
http://www.heritage.nf.ca/aboriginal/micmac_culture.html
 Micmac - Past History - http://www.cdli.ca/~bjeddore/pasthist.htm
 Micmac Recipes - http://ncns.ednet.ns.ca/recipes.html
 Knowing the Environment - http://www.gnb.ca/0016/environm.htm
 What They Ate - http://collections.ic.gc.ca/heirloom_series/volume2/section1/7-11.htm
 Micmac Traditional Life - the top section is about medicine http://collections.ic.gc.ca/heirloom_series/volume2/section1/7-11.htm
Core Values & Family - Level A
In order to complete this research task, you will need to listen to your groupmates
carefully. Ask them questions about their research.
Guiding Questions:
1.
2.
3.
4.
What personal and family values do the Wabanaki share with you?
In what specific ways did their family and tribal life reflect these values?
Are there any values that might have shocked the Europeans?
What Powerful Words can you use to describe the Wabanaki values?
Resources:
 It is suggested that you read at least two of the Legends or Stories as well and view the
Wabanaki - A New Dawn video. The Wabanakis of Maine and the Maritimes is also an
important resource. If you have not already done so, review the seasonal calendars.
 Abenaki Marriage (there is a traditional Passamaquoddy marriage described about half
way down) - http://www.bmuschool.org/webquests/webquest1/Marriage.htm
 Values, Ethics, Life Principles - http://mrc.uccb.ns.ca/brant.html
 Macmac Aboriginal Life - scroll to the bottom of this page to read about religion http://collections.ic.gc.ca/heirloom_series/volume2/section1/7-11.htm
 You should also read the Creation Story - http://www.mikmaq.com/stories/0001.html
Crafts & Handmade Things (including baskets, weapons and hunting tools)
Guiding Questions:
1.
2.
3.
4.
5.
6.
What can you learn about a culture from looking at the objects its people have made?
Why would the Wabanaki spend the time to make practical items beautiful?
What can you learn from the decorative patterns in the objects you see?
What do the items and their materials tell you about the Wabanaki culture?
What skills and knowledge are reflected in this work?
What Powerful Words can you use to describe the skills and values you find in the crafts?
Resources:
Maliseet Tools - http://collections.ic.gc.ca/objects/maliseettools.htm
Wampum - http://www.gnb.ca/0016/wampum.htm
Penobscot Brown Ash Basketry - slideshow showing the preparation of the ash for baskets as well as
completed baskets - http://www.penobie.com/
Craftwork, Artwork, Practical tasks - http://www.gnb.ca/0016/artwork.htm
Hudson Museum: Maine Basketry - http://www.umaine.edu/hudsonmuseum/mbas.php
Tree and Tradition - Brown Ash Basketry in Maine - http://www.umaine.edu/hudsonmuseum/tree.htm
Bookmark activity - no, the Wabanaki did not traditionally make bookmarks! They did use the shape
woven in this activity to teach basketmaking and reed weaving to their children http://www.umaine.edu/hudsonmuseum/boac.php
Birchbark container sewn with Spruce Root - http://www.umaine.edu/hudsonmuseum/tretra.php
Birchbark items - reproductions of traditional items made of birchbark http://home.cshore.com/waaban/birchbark.html
Penobscot basketry - http://www.penobscotnation.org/museum/benewabskiegbasketry.htm
Tomah Gallery - traditional baskets made by Fred Tomah, Maliseet - http://www.tomahbaskets.com/