Curriculum Alignment
New York State Social Studies Standards
A major purpose of this Story Map is to support educators in addressing
New York State curriculum standards regarding Native American history on
Long Island. Many resources exist to support the study of Native American culture in nearby areas, such as the Iroquois Nation, but fewer resources are available with a focus on Long Island. Long Island Nations are part of a larger language family, Algonquian, which stretches from Canada south to Virginia and west to the Great Lakes:
Native Americans on Long Island share many cultural features with nearby Nations in Connecticut, including the Pequot and Mohegan. They relied heavily on maritime resources such as fish and shellfish, with a lower emphasis on agriculture. Fish and shellfish were harvested using seine net fishing technology, and Natives in dugout canoes even harpooned whales near the shore. Agricultural activity was present as evidenced by recovery of stone hoes, but likely focused on gourds, beans, and local berries. Dwellings were versions of wigwams called wetus, built using cedar saplings and reed mats. Food was cooked using ceramic vessels over fire.
Below are the NYS fourth-grade curriculum standards for the
Native American history unit:
4.2 NATIVE AMERICAN∗ GROUPS AND THE ENVIRONMENT: Native American
groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups,
inhabited the region that became New York State. These people interacted with the
environment and developed unique cultures.
(Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.2a Geographic factors often influenced locations of early settlements. People
made use of the resources and the lands around them to meet their basic needs of
food, clothing, and shelter.
• Students will examine the locations of early Native American groups in relation to
geographic features, noting how certain physical features are more likely to
support settlement and larger populations.
• Students will investigate how Native Americans such as the Haudenosaunee
(Iroquois) and the Algonquian speaking peoples adapted to and modified their
environment to meet their needs and wants.
4.2b Native American groups developed specific patterns of organization and
governance to manage their societies.
• Students will compare and contrast the patterns of organization and governance
of Native American groups such as the Haudenosaunee (Iroquois) and
Munsees, including matrilineal clan structure, decision-making processes, and
record keeping, with a focus on local Native American groups.
4.2c Each Native American group developed a unique way of life with a shared set
of customs, beliefs, and values. ∗For this document, the term “Native American” is
used with the understanding that it could say “American Indian.” (Grades K-8 Page 52)
• Students will examine Native American traditions; work specialization and the
roles of men, women, and children in their society; transportation systems; and
technology.
• Students will examine contributions of Native Americans that are evident today.
New York state students in grades 5 and 8 currently take the NYSA (New York
State Assessment) in social studies. The New York State Testing Program is a
mandatory requirement for students in grades 3-8. Standardized test questions
within these exams often refer to Native American history taught at these grade
levels.
We believe that use of this Story Map will support student success on these
state assessments. Sample test questions include the following, obtained from the
nysed.gov resource provided by the OSA (Office of State Assessment).
Sample questions from Grade 8 social studies 2010:
According to many anthropologists, a land bridge during the Ice Age allowed
migration between which two continents?
(1) South America and North America
(2) North America and Europe
(3) Asia and North America
(4) Europe and Asia
What was one impact of European exploration on Native American Indians?
(1) European farming techniques were quickly adopted.
(2) Many Native American Indians were resettled throughout Europe.
(3) Conflicts between Native American Indian tribes ended.
(4) Diseases brought by Europeans caused large numbers of deaths.
Sample questions from 2009 Grade 8 Social Studies exam:
Since 1960, a major goal of the Native American Indian rights movement has been to
(1) secure return of, or just compensation for, lands taken from them by the government
(2) end the practice of segregation of Native American Indians in public places
(3) gain United States citizenship and representation in Congress
(4) relocate most Native American Indians to urban areas in the Midwest
Base your answers to questions 38 and 39 on the passage below and on your knowledge of social studies.
“. . . The removal of Cherokee Indians from their life long homes in the year of 1838 found me a young man in the prime of life and a Private soldier in the American Army. Being acquainted
with many of the Indians and able to fluently speak their language, I was sent as interpreter into the Smoky Mountain Country in May, 1838, and witnessed the execution of the most brutal order in the History of American Warfare. I saw the helpless Cherokees arrested and dragged from their homes, and driven at the bayonet point into the stockades. And in the chill of a drizzling rain on an October morning I saw them loaded like cattle or sheep into six hundred and forty-five wagons and started toward the west. . . .”
— Private John G. Burnett, Captain Abraham McClellan’s Company, 2nd Regiment, 2nd
Brigade, Mounted Infantry, 1838–1839
38 The circumstances described in this passage were most directly related to
(1) experiences during the Middle Passage
(2) conditions on the Trail of Tears
(3) the results of the Fugitive Slave Law
(4) the basis for reforming the spoils system
39 Which president began the program being described in this passage?
(1) George Washington
(2) Andrew Jackson
(3) John Adams
(4) Abraham Lincoln
Sample questions from 2008 Grade 8 Social Studies exam:
Inuits wore clothing made of seal and caribou skins. Pueblos wore clothing made of woven
cotton. Algonquins wore clothing made of deerskin. These differences in clothing were most
likely the result of
(1) traditional religious practices
(2) available natural resources
(3) family kinship requirements
(4) competing customs in fashion
​
Algonquian Language Map
Wetu (Long Island Native American dwelling structure)
Restored Algonquin Ceramic Vessel (Southold Indian Museum collection)
Eastern Coast Fishing Technology
This video illustrates the gradual loss of land by Native American Nations on Eastern Long Island following European contact.
Maps Tell Stories
During the Last Glacial Maximum, approximately 26,000 years ago, vast ice sheets covered portions of the northeastern United States. Glaciers advanced from Canada, shaping the landscape and creating features such as valleys and lakes. This period significantly impacted the region's ecology and geology, resulting in unique habitats and soil formations. Understanding this glacial history helps us appreciate the natural evolution of the northeast and its diverse ecosystems.
Around 13,000 years ago, as the glaciers began to retreat, early Native settlements started to emerge in North America. These early inhabitants adapted to the changing environment, utilizing the rich resources left behind by the melting ice. They developed new hunting and gathering techniques leading to a more settled lifestyle. This period marked a significant transition in human history, as communities began to form and thrive in the newly accessible landscapes.
Long Island, NY, is a prominent landmass stretching approximately 118 miles in length and is bordered by the Atlantic Ocean to the south and Long Island Sound to the north. The island features a diverse geography that includes sandy beaches lush parks, and urban areas, creating a unique blend of natural beauty and metropolitan life. Its coastal region is characterized by picturesque shorelines, while the interior boasts rolling hills and fertile farmland. The Atlantic Ocean provides not only stunning views but also recreational activities, making Long Island a popular destination for both residents and visitors.
Eastern Long Island between 17,000-12,000 years ago was a hilly terrain atop a plain that extended 100 miles to the south where it met the Atlantic Ocean. Shinnecock Bay, Long Island Sound, Peconic Bay and others were once lakes nestled into the hills. As the glaciers melted and sea levels rose the Twin Forks flooded. The light green areas show submerged land.
This map of Orient shows the extent of lands that are now underwater. Projectile points 12,000 years old have been found there indicating Native People hunted there. Orient was once connected to Rhode Island by a land bridge. That may have been a igration route for megafauna such as caribou and mammoth. Reports since the 19th century have suggested mammoth finds on the islands near Orient: Plum, Shelter and Gardiners.
​
Eastern Long Island is a vibrant and bustling region rich in Native American history and culture. The map above shows 50 ancient Native sites of the Twin Forks and Connecticut. There are over 250 other sites from the Paleo era to the Contact Period. This area was once home to numerous villages where community life thrived, and traditional ceremonies celebrated both in ancient times and today.. With its abundant hunting and fishing grounds it has long been a vital source of sustenance and connection to the land. The network of ancient Native travel and trade routes further enhances its significance, making Eastern Long Island a hub of activity and heritage.
