SUPPORTING EDUCATORS

Expanding Access to Wabanaki Studies

Maine environmental educators say Wabanaki Studies is their #1 professional development need. (CBEL Census)

Funding Opportunities

Mini Grants for Outdoor Learning

MEEA’s Mini Grants for Outdoor Learning provide up to $1,500 to public school teachers in Maine for outdoor learning and Wabanaki studies projects. Applications open every September.

About Mini Grants for Outdoor Learning

Indigenous Literature Grant Program

The Maine Dept. of Education is providing up to $500 to purchase books that support Wabanaki Studies to school entities, private schools approved for public tuition purposes, Indian Education schools, and EUT schools.

About Indigenous Literature Grants

Wabanaki Studies Professional Development

Upcoming Workshops

Text. thatreads: Book Cohort. Image of four teacher reading books standing at a table covered in Indigenous authored books.

Be a leader for your school district. August - November Register here.

Using Wabanaki texts in the classroom. Starts in November
View Event Info

Online courses on your own time,
at your own pace. View Courses.

Wabanaki Studies Intensive
October 25 Register here.

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Wabanaki Studies is environmental education.

Traditional Ecological Knowledge (TEK) expands and challenges the field of environmental education to approach teaching about the natural world in a more holistic, interconnected, and interdisciplinary way. When students in Maine learn about the Wabanaki Nations’ history, culture, and relationships to the land, students have a deeper connection to their communities and the environment in which they live and learn.

At MEEA, we expand access to Wabanaki Studies at public schools and environmental education organizations so that all Maine students and educators can access Indigenous education inside and outside the classroom. We connect Wabanaki educators with the wider environmental education community through providing funding, advisory roles, professional development workshops, and community partnerships.

What is Wabanaki Studies?

The Panawahpskek (Penobscot) Nation, Peskotomuhkati (Passamaquoddy) Tribe, Mi’kmaq Nation,  (Wolastoqiyik) Houlton Band of Maliseet Indians, and Abenaki  (collectively known as the Wabanaki Nations) have lived for thousands of years in the land we now call Maine. They are known collectively as the Wabanaki, or "People of the Dawnland." Despite colonization and attempted genocide—including the forced removal of their children—the Wabanaki Nations have endured as sovereign and self-determining peoples, with distinct and diverse languages, cultures, governments, and economic structures. (Source: Wabanaki Studies Framework)

We extend gratitude to the Wabanaki advisors for their knowledge and efforts expanding Wabanaki studies, who share their stories, cultural practices, and rich histories through the materials available on this webpage and beyond. (Pictured to the right) Sade Francis, Sarah Sockbeson, Alexandra Francis, Chris Becker, Mak Thompson, Kaya Lolar, Brianne Lolar, and Sage Phillips (not pictured are Anthony Sutton and Gen Doughty).

Image of eight Wabanaki educators smiling and posing for a photo in front of trees and a lake outside.

Where do I start? Check out:

Wabanaki Studies Framework

Follow Wabanaki Studies Education on social media for regular updates on Wabanaki studies opportunities!

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Wabanaki Studies Resources

Text that reads: Educator Guides. Image of a teacher with two students who are writing at a table in their journals with a piece of birch bark.

Curriculum guides, complete with grade-level and topic-specific lessons. View Guides

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Project-based learning modules by grade level. View Modules

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Outdoor learning Wabanaki Studies project ideas. View Projects

Text that reads: Knowledge Sharers Speaker Directory. Image of a Wabanaki woman smiling and holding a drum.

A non-exhaustive list of Wabanaki educators for hire. View Speakers

Text that reads: Maine Climate Science Portal. Image of three people by a river and trees outside.

Learn about local climate issues through Indigenous and western science View Portal

Text that reads: Interdisciplinary Kits. Image of a clear box with a paper basket and a binder of papers that says 'Birch'.

Purchase a kit for your classroom or program. View Kits

Text that reads: Book Recommendations. Image of Wabanaki and Indigenous authored books laying on a table.

Indigenous authored books & ones to avoid. View Books

Text that reads: Wabanaki Homelands Printable Maps. Image of a map that includes the Wabanaki Nations' names.

Use these maps in your class or community group! View Maps

Text that reads: Wabanaki Studies Framework. Image of youth's hands holding dried corn.

A foundational document to start your practice. View Framework

Text that reads: Maine Indian Tribal-State Commission Guide. Image of Wabanaki artifact and crafts on a table.

Learn about LD 291, the Maine law requiring Wabanaki Studies in schools. View Guide

About the Wabanaki Studies Workshops

View Upcoming Workshops

Connect with other educators in your area and earn contact hours while building your Wabanaki Studies practice in an independent and guided environment.

In these educator cohort-style workshop series, we will debrief, share ideas, lessons, and resources to guide us all in the future of Wabanaki Studies education. You will also complete a Maine Department of Education’s Wabanaki Studies micro-course alongside Wabanaki educators and other educators from across the state. Once you have registered you will receive detailed instructions on how to access the micro-courses.

If you have already completed all or part of any Wabanaki Studies micro courses, please feel free to join us again to continue your study or complete an additional course. 

This material represents a continuing collaborative effort between the Wabanaki Nations, Indigenous and non-Indigenous educators, districts, and other organizations.

We’ve served over 350 educators in communities including Hinckley, Falmouth, East Machias, Camden, York, Ashland, Bangor. Want to host a workshop in your community? Email us.

Questions?

For questions about content please contact:
Brianna Lolar: Brianne.Lolar@maine.gov
For questions about logistics please contact Anna Sommo: anna@meeassociation.org.

Facilitated by Panawahpskek citizens
Brianne Lolar, Wabanaki Studies Specialist, Maine DOE
Kaya Lolar, Director of Policy and Wabanaki Studies, MEEA

Wabanaki Studies Outdoor Education Projects

  • Portland Public School students during the Wabanaki, Life Science, and Experiential Learning Units K-2

  • Washington Academy student during a lesson that makes connections between Wabanaki basket making and the threat posed by the emerald ash borer.

  • 5th grade students from the Guy E Rowe School engaging in a tree identification and Wabanaki Studies lesson at Roberts Farm, an experiential learning farm of the Oxford Hills School District.

  • 5th grade students from the Guy E Rowe School engaging in a tree identification and Wabanaki Studies lesson at Roberts Farm, an experiential learning farm of the Oxford Hills School District.

  • Oxford Hills teachers participated in a month-long professional learning experience on integrating Wabanaki Studies into outdoor and experiential learning curriculum.

  • Ocean Avenue Elementary School created a schoolyard map with permanent signage for staff and families to understand what tree species exist in the schoolyard to support the school's Wabanaki Studies curriculum.

  • Amanda C. Rowe Elementary students studying phenology (seasons) as part of Portland Public Schools' Wabanaki Studies and Life Science Curriculum.

  • Third graders worked on a project called Take Me to The River. SidexSide drama teacher Gretchen Berg worked with students to create a physical theater performance about the life cycle of salmon.

  • 3rd grade students from all PPS elementary schools went on a field work trip to the Presumpscot River as part of the Wabanaki Studies/Life Science unit, designed to help students connect to place and heal from river trauma through safe and meaningful exposure in a group environment of peers.

Quotes from Educators

  • “My intention to attend the Wabanaki Studies workshop was for the purpose of supporting those instructing Indigenous students.  The importance of cultural sensitivity and respect should be impressed on all those looking towards a career in education.  The class exceeded my expectations.  I found the instructors approachable and sincerely focused on sharing their extensive knowledge.  As part of support staff working with young tribal members, my comfort level has been strengthened.”

    Amy Hodgdon, Ed Tech III, Washington Academy High School

  • “The Wabanaki Studies workshop was a gift that we have all needed for a very long time. The schools I work with are extremely grateful for the vast amount of information as they integrate and teach Wabanaki Studies curriculum. The work that went into the development of the huge body of resources is both impressive and incredibly helpful for us all. Thank you, Brianne Lolar, the Wabanaki Studies team, and Wabanaki team of Advisors for your leadership and thank you, MEEA for sponsoring the workshop.”

    -Anne Stires Educational Consultant & Affiliate Faculty, Antioch University

  • Wabanaki history precedes Maine history. You cannot adequately teach Maine history without first knowing Wabanaki history. The law was enacted twenty plus years ago. It’s time it be implemented in every school in Maine.

    Wendy Newell Dyer Teacher and Passamaquoddy citizen

  • From the students' perspective, partnering with Wabanaki advisors is essential. Where I teach, I have children in my room who are citizens of the Penobscot nation every year. Having avenues to meet people and make community connections helps to ensure that I am creating a positive and culturally affirming learning environment for these students.

    Matthew Pascucci English Language Arts High School Teacher

  • I remember in early PD sessions I did attend, Brianne supported educators' efforts by saying it's okay to make mistakes. She would emphasize that we were all learning. I love the way she emphasizes learning beside and with your students.

    Grace Cain Ed Tech III - Academic Intervention

  • Teachers in our school are eager to integrate Wabanaki learning into all aspects of their curriculums to reflect this rich history, but are fearful about cultural appropriation or "getting it wrong." Unfortunately, the response to this fear in the past has been to avoid integrating Wabanaki learning altogether. This is an issue of capacity. Brianne Lolar and her fellow educators have made it possible to build this necessary capacity.

    Wabanaki Studies Workshop Participant

  • "As a non-native, I had no idea where to start with the teaching of Maine curriculum / Wabanaki Culture. I chose to pilot the curriculum for the Wabanaki studies. It helped me make a connection with my Wabanaki students and my non-native students. To see them interact and enjoy learning about the culture was a wonderful site to see."

    Heather Bowles Teacher

  • "Our school serves the Passamaquoddy community in Perry, Maine, and we still need resources to support the teaching of Wabanaki Studies across all content areas. Every educator benefits from having access to specialists and resources through the state dept. of education. "

    Ann Cannizzaro Educator

  • Not until I attended a workshop put on by Brianne and Kaya Lolar on Wabanaki Studies last year, had I received materials specifically designed to educate my students on the role of the Wabanaki for tens of thousands of years, in the land we now call Maine. Since teaching Wabanaki Studies has been a requirement for nearly twenty-five years, I felt incompetent as an educator in this regard because the efforts in bringing about its implementation had been neglected, leaving teachers ill-prepared. Without the efforts of Brianne, Kaya, and the team I would not have been able to create the curriculum I have for a course in Wabanaki Studies at Cape Elizabeth High School.

    Michael Young Teacher, Cape Elizabeth High School

  • When teaching a Wabanaki poem in a grades 3 & 4 performing arts class, I reminded the students that Wabanaki peoples and cultures are living and thriving to this day. While many students were surprised by this, one student raised his hand. When called on he said "yes, we are still here. I am Penobscot, and I am here."

    Anonymous Educator