MOOSE Wabanaki Studies Learning Progression

Wabanaki Studies 

A message from Brianne Lolar, Panawahpskek Citizen & Wabanaki Studies Team Leader:

These modules are a result of 10 months spent with educators and Wabanaki advisors working collaboratively every step along the way. They are a work in progress as we are always learning and working at the speed of trust to effectively braid together knowledge which is crucial to the journey. This takes time.

Unfortunately, Wabanaki numbers are not what they once were, leaving few to do the work of many. The partnership with allies was and will always be crucial. As we’ve realized, there is no such thing as a perfect curriculum that can be taught to all. Education is about differentiating. Education is about understanding, not memorizing. It’s about an approach, a lens, a pedagogy, a way of knowing. It’s about decolonizing our thinking and learning to look at things differently to effectively understand one another. There is no step-by-step or overnight fix. It’s months and months of vulnerability and willingness to change.

During my time working on the Wabanaki studies modules, I witnessed a tremendous amount of growth, in myself, as well as the others in this journey. Those who left themselves open to being wrong, to make mistakes, to listen and unlearn, were the ones that made the most growth. Those who felt shame when they were wrong and either pushed back or shut down brought that growth to a halt. Those who might have been further along in their learning journey than others, but through comparison felt they didn’t need to continue to be vulnerable, halted their growth as well. It was an incredibly challenging year for the Instructional Designers. It was the most difficult time they’ve ever had working on MOOSE modules, but the growth wouldn’t have been possible without self-reflection.

This will not be easy work. It takes time, patience, and immense vulnerability. Six months into this community-based journey, more and more educators started shifting their lens on the way they created materials. The struggle started to ease up as they leaned into the process and bridged that space between in their thinking. Some of the educators are still resistant to this new approach, but there is hope. It doesn't happen overnight. We are stronger together. Community-based educators, working together to hear each other's voices takes time and nurturing. The journey continues. 

Explore the Modules

This module introduces the five Wabanaki Nations and their languages. Learners will gather a better understanding of the people that lived here first and that they are still a strong, vibrant part of what is now called Maine.
This module explores writers, storytellers, basket makers, and other artists that are using their voice to bring awareness to environmental issues that the Wabanaki Nations face today. Students will be empowered with the tools they gain to use their own voice to encourage others to better care for the spaces around them.
In this module learners will increase their own awareness of becoming a steward of our water while conserving and preserving our planet’s water supply, especially in what is now called Maine.
Special thanks to the Wabanaki advisors that worked with the Instructional Designers on this journey to bring Wabanaki voices to homes and classrooms throughout what is now called Maine: Lilah Akin, Maulian Bryant, Dolores Crofton-Macdonald, Zeke Crofton-Macdonald, Sikwani Dana, John Dennis, Evelyn Dore, Gen Doughty, Wendy Newell Dyer, Candi Ewer, Newell Lewey, Kaya Lolar, Kyle Lolar, John Neptune, Darren Ranco, Richard Silliboy, Chris Sockalexis, Lydia Soctomah, Tony Sutton, Dwayne Tomah, and Dena Winslow. 


Learn more about the Maine Department of Education's Wabanaki Studies work and connect with the Wabanaki Studies Specialist by visiting our main Wabanaki Studies page.