wild blueberry HISTORY AND GEOGRAPHY

Wild Blueberry HISTORY and GEOGRAPHY

objectives: The students will: 1. map the areas of Maine where wild blueberries grow. 2. research and write about the uses of wild blueberries (and other fruits indigenous to North America) by the Native Americans. 3. assume the identity of Megan Frank and write their own letter asking that the wild blueberry be declared Maine’s official berry, or create a wild blueberry product as an official symbol for Maine. life skills: Interpreting information, library skills, mapping, research, writing to persuade materials: • Map of Maine - a state road map BRIEF DESCRIPTION that has towns and cities The students will explore the impact of wild blueberries on the • Copies of the map of Maine, one history and culture of several human populations as well as map the per student geography. An example of civics in action will be addressed in the • Paper and pens or pencils story of Megan Frank. • Library references about Native Americans Correlations to State of Maine Learning Results: Parameters for Essential Instruction Estimated teaching time: Three 45-minute class periods, plus Content Area Performance Grades 3-5 Grades 6-8 time for research Indicator Descriptor(s) Descriptor(s) preparation: English Language B1 a, e a, e Arts B3 b b • Make copies of the state of Maine B4 a a map. B5 a a • Obtain and make copies of the C1 a, b, c a, b, c, g materials listed. Social Studies A1 a – e a – e • Arrange to visit the library or A2 b b have reference material available. A3 B1 a a vocabulary: B2 a, c a As the students conduct their C2 b b research, make a list of unfamiliar D2 b b terms and define each. E2 b b

45 wild blueberry HISTORY AND GEOGRAPHY

BACKGROUND

ForFor centuricenturies,e wild blueberries During the Civil WWar,ar, tthehe ffirstirst havehave playedplayed a role in the lives blueberries were harvestedsted and traditiotraditionsn of Maine’s many commercially, canned, and used to ddifferentifferent cucultures. Native feed the Union Army. SSinceince tthathat AmericaAmericans,n such as the time, wild blueberries hhaveave been PPassamaquoddy,assam Penobscot, a mainstay of the Mainene AbenAbenaki, Micmac, economy. Generations MMaliseet,alis and Wabanaki, of school teachers, highh used wild blueberries in school students, mmanyan ways. In Maine, families, loggers, and NatNative Americans ate Native Americans ffreshres wild blueberries late return to the iinn tthe summer and barrens every year prepreserveds them for winter along with people fromm ffood.ood. TThey dried the berries all over the world for a whole. ThThesee dried berries were working vacation at crushedh d andd cooked (without sugar) blueberry harvest time.. In to make little cakes, which they laid on birch bark to dry addition to independent growers, there are many compa- in the sun. The cakes were stored in birch bark mukoks. nies that harvest and process wild blueberries. The oldest Dried blueberries were used as a seasoning for soups and dates back to 1874, and the fourth generation is actively stews. They were also used to cure meat. involved in the management of the company. The wild A pungent wild blueberry tea was prized for its blueberry rake is also “still healing powers. Wild blueberry juice was used as a dye in the family.” The rake, first for splint baskets, giving them a lovely reddish-pink color. developed in the late 1800s, Blueberry juice and syrup were served as a cough remedy. is unchanged today. The grandson of the original inven- ManManyy Native AAmericanm tribes along the ttoror nnowo runs the company that has NortNortheastheast Coast bbelievedeli that the wild blue- been manufacturing rakes since 1910. Other companies bberryerry had mmagical powers. Atop each have made changes to the rake and manufacture different wwild blueberry is the base versions. oof its earlier flower in the sshape of a five-pointed star. The impact of the wild blue- VVariousa legends have it that berry on Maine’s culture con- dduringurin a time of starvation, the tinues to the present day. In GGreatrea Spirit sent these “star ber- 1990, the Maine wild blueberry riries”es” ddown from the heavens to was named the official berry relieve the hunger of his children. of the state, thanks to the efforts of Megan Frank Centuries before the first settlers came to Maine, the of Manchester, Maine wild blueberry barrens were being burned by the Native – then a fifth grader. Americans to encourage growth of new bushes. When the Megan began her efforts settlers arrived, the Native Americans showed them how in second grade by writ- to care for the wild blueberry barrens and taught them the ing a letter to her state legislator suggesting that the Maine many uses for the wild blueberries. During wild blueberry wild blueberry be named the official state berry. She first season, seventeenth century colonial homes served wild got the idea by hearing in school about the important role blueberry dishes that were titled Grunt, Slump, Buckle, wild blueberries have played in the history, economy, and and Fool. culture of Maine for over 200 years.

46 wild blueberry HISTORY AND GEOGRAPHY

INTRODUCTION Activity THREE

1. 1. Ask the students: Read the section of the supporting information about Megan Frank to the class. “Where do wild blueberries grow?” (While they grow all over the state, this activity 2. Have the students assume the identity of Megan concerns mapping the major production areas.) Frank (or a student her age) and write their own letter to their state legislator asking that the wild 2. Indicate that today they will find the major pro- blueberry become Maine’s official berry; or have duction areas in Maine. them use another wild blueberry product that can be made into a symbol. Have the students include Activity One reasons why this should be done, based upon the

wild blueberry’s importance to Maine’s history, 1. Hand out copies of the map of the state of Maine economy, and culture. Remind them that the purpose or, for older students, the regional map that includes of the letter is to persuade. Also, you may want to the Canadian provinces. inform them that fourth grade students in Syracuse, New York, convinced the legislature to adopt a state 2. Have the students color in the areas where the muffin – the apple muffin – because New York is an majority of wild blueberry producers are concentrated. apple-producing state. According to the Economic Research Service (ERS) 3. Discuss what they could do if the letter campaign of the United States Department of Agriculture fails (petitions, news stories, editorials, enlisting (USDA), the counties that produce wild blueberries others to write, etc.). are, in order of production: Washington, Hancock, Knox, Waldo, Lincoln, Oxford, Androscoggin, EXTENSIONS Kennebec, Piscataquis, York, and Cumberland. The 1. Have the students weave baskets and dye them areas outside of Maine that produce wild blueberries with crushed wild blueberry juice. (Frozen wild are Nova Scotia, New Brunswick, Prince Edward blueberries can be obtained year-round in grocery Island, Quebec, and Newfoundland. stores.) 3. To reflect the fact that wild blueberries do grow 2. Have the students conduct an Internet search to all over the state, another color may be used. Color locate other important historical, geographic, or in all other counties as long as the appropriate key cultural information about wild blueberries. is made for each color. 3. Have the students map the other areas where wild blueberries and cultivated blueberries are grown. Activity TWO 4. Have the students search the Internet to learn if 1. Present the appropriate information concerning other students have influenced legislation. the use of wild blueberries by the Native Americans, settlers, Civil War soldiers, etc. EVALUATION 2. Have the students select one of these Native 1. American groups – Passamaquoddy, Penobscot, Assess the students’ written work, quality of Abenaki, Micmac, Maliseet, or Wabanaki – and research, inclusion of information sources, etc. research its use of this wild fruit and others. 2. Assess the students’ letters and persuasive ability If possible, oral histories could be taken. Ask the to accomplish their mission. student to write a report, including the sources of their information. 3. Quiz the students on where wild blueberries are grown, geographically, in Maine.

47 wild blueberry HISTORY AND GEOGRAPHY

Resources 4. Elizabeth White and Historic Whitesbog – http:// www.whitesbog.org/whitesboghistory/history1.htm Native American Information Maps and Geographic Information 1. Caduto, Michael J., and Joseph Bruchac. 5. Maps of Maine that include county Keepers of the Earth: Native American Stories and boundaries can be found at http://geology.com/state- Environmental Activities for Children. map/maine.shtml and http://www.ohwy.com/ME/m/ Colorado: Fulcrum Printing, 1989. mecounty.htm 2. Museums that provide exhibits and information 6. Teaching Kits and K – 12 Educational Services. about Native Americans can be found at http:// Smith Center for Cartographic Education, Osher www.mainemuseums.org Map Library. http://www.usm.maine.edu/maps/ Blueberry Information education.html

3. Wild Blueberry Association of North America – http://www.wildblueberries.com

Notes:

48 wild blueberry HISTORY AND GEOGRAPHY

Map of MAINE

49 wild blueberry HISTORY AND GEOGRAPHY

50 wild blueberry HISTORY AND GEOGRAPHY

Map of WILD Blueberry Regions

Maine Distribution of Blueberry Production

Intensive Production

Moderate Production

51 wild blueberry HISTORY AND GEOGRAPHY

Notes:

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