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1、Seasonal MigrationWabanaki Studies LessonElizabeth Sky-McIlvainFreeport Middle Schoolbetsy_sky-mcilvaincoconetme.orgOverview: Seasonal Migration is a core concept in understanding the Wabanaki. Many of their values (territorial identity and freedom, conservation, relationship to nature, hunting and
2、fishing, the concepts of community and of family) depend parly upon this seasonal repetition. It is helpful to have students complete some aspect of this activity before undertaking the Powerful Words WebQuest, for it is a concrete activity that helps many to read the stories and online materials mo
3、re actively. The new Wabanaki Studies resource (http:/www.umaine.edu/ld291/) and the Maine Dirigo document (download .pdf file: http:/www.umaine.edu/ld291/MaineDirigo.pdf ) provide additional resources and alternative activities. Excellent teacher resources are found in The Wabanakis of Maine & the
4、Maritimes and Maine Dirigo, both of which provide alternate approaches to Wabanaki seasonal life.Maine Learning Results:Geography B2 Explain patterns of migration throughout the worldGeography B3 Explain how cultures differ in their use of similar environments and resourcesEconomics B1 Demonstrate k
5、nowledge of economic concepts supply, demand, price, the role of money, and profit and loss.Materials:1. Seasonal Migration Assignment, Differentiated Assignment, graphic organizers, and Assessment rubrics are available online: http:/ 2. drawing paper, string, tape and colored pencils or markers3. d
6、ictionaries or Internet access4. laptops or writing supplies (for paragraphs)Lesson Plan:Paper activity: Students will read a passage from a Penobscot oral history, then map it by drawing pictures of the seasonal food-gathering activities and write about it in extended paragraphs in answer to a Guid
7、ing Questions. The Differentiated activity limits and structures the reading and the written and creative responses. Several Extensions are included. Follow the links above to download the Lessons or view them online.1. If you have not already done so, discuss briefly the following: Different Wabana
8、ki peoples followed different seasonal migratory patterns pre-Contact. Post-contact (European) migrations were not only dependent upon food/shelter needs, but often on personal safety and political needs (see the Molly Ockett biography available only by contacting Elizabeth Sky-McIlvain and the Teac
9、hing Timeline: http:/ Wabanaki housing and transportation (not covered as needs in the passage). Supply and demand. The lesson will require students to understand how this concept applies to beaver pelts (European view) and how the concepts of price, money, profit and loss were not needed by the Wab
10、anaki. Specific points: Wabanaki families and tribes had ancestral and agreed-upon beaver hunting areas, but were initially willing to share territory, and beaver, with Europeans profit in terms of extra beaver was shared within the tribal groups (pre-European). Wabanakis did not deliberately trap m
11、ore beaver than they needed, however. wampum was not money until post-European times the concept of a price was also new with Europeans trade goods in exchange for beaver was not a new idea for the Wabanakis; tribes had traded for centuries. It was the nature of the trade goods that was new loss of
12、the beaver and loss of beaver trade were NOT the same thing for the Wabanaki they had different outcomes - loss of beaver trade had an immediate impact on Native economy and resulted in sale of tribal lands when more Wabanaki men trapped beaver, they were not available to do other things within the
13、Wabanaki economy students can benefit from speculating on this ask students how they would feel if their family pattern and income were suddenly change (good Learning Log question). Ask students how they would feel if their family patterns, technologies and/or income were suddenly to change (good Le
14、arning Log question). 2. Distribute the Assignment (see Materials). This is appropriate for HW or classwork. Organizers are also available, one for each paragraph (see Materials), a blank calendar pie 3. Review the Assessment rubrics (optional). One rubric contains only MLR assessments. Others are i
15、ncluded for the paragraphs (6+1 Trait writing).4. It is a good idea to have students work through the rubrics in heterogeneous groups, but write and create images individually. Recommended Follow-up Activity: My students have made three student-created representations of the cycle available to you (http:/ . Display images and ask:1. In what ways does the image accurately represent the text?2. In what ways do stereotypes or preconceptions (of t
