RI.6.1

Nae-rew Martin, Maggie Peters, and Pakuni Martin © Maggie Peters

Understanding the Complexities of Native Identity

RI.6.1, RI.7.6, RL.8.4, SL.6.1, W.7.9, ELA Grade 6 : Craft and Structure, HSS 8.1

This lesson invites middle school students, who developmentally are focused on self discovery and identity, to reflect on stereotypes and simplistic ideas about who Native people are. Using powerful video content from Redbud Resource Group, the lesson helps students explore how Native identity is shaped by history, culture, family, and government policy. Students will examine how colonization, forced assimilation, and the invention of systems like blood quantum have made it harder for some Native people to access their traditions or even be recognized by their own communities. Guided by thoughtfully designed slides, students hear from tribal enrolled and not enrolled Native people testify to their personal identities, engage in youth poetry analysis, and reflect on personal identity mapping activity.

Ka’m-t’em: A Journey Toward Healing: Songs of “Those Within”

HSS 6.1.1, HSS 6.1.3, RI.6.1, RI.6.6, W.6.1, MS-ESS3-3

This unit utilizes an excerpt of Ch. 14 Songs of “Those Within” and a poem entitled, Visitor in the Forest, both written by Callie Lara. The readings introduce an Indigenous perspective of relationship and responsibility to the natural environment including the river, forest, animals, etc. Through her poetry and story-telling, the author helps students to visualize landscapes such as ravines, rivers, vegetation, animals, prairies, and aromas. Further, the author reminds students that humans are but one component of the natural environment. Therefore, awareness of human impact and responsibility to the natural environment is integral to its preservation. This lesson addresses science, history, reading and writing state standards and encourages students to build awareness and promote change through their writing.

Silk production and weaving are an important part of Cambodian cultural heritage as well as a source income for many Cambodian families, especially in rural areas of Cambodia. Textiles are produced using various regional designs and traditional motifs for scarves (krama), traditional clothing, and decorative fabrics. In this photo, a Cambodian woman is working at a wooden weaving loom in Cambodia. (Photo courtesy of Bonnie Lowenthal)

Weaving Krama into the Tapestry of Khmer Identity

HSS 6.1.2, RI.6.1, W.6.2

Students will identify the cultural significance and versatility of the krama and how it is used in everyday life, including ways the krama represents various Khmer identities.

Introduction to Buddhist Practice

HSS 6.5.5, RI.6.1, W.6.2

Buddhism was founded more than 2500 years ago by Siddhartha Gautama in India. After witnessing The Four Sites, Siddhartha Gautama left the palace. Siddhartha lived several years as an ascetic before obtaining enlightenment under the Bodhi Tree where he became Buddha Gautama. He composed the Four Noble Truths, four primary teachings that reflect the reality of existing in this life. Buddha Gautama established the Noble Eightfold Path as a guide to help people end the cycle of suffering. The Three Jewels of Buddhism are the Buddham, Dharma, and Sangh. Currently Three Traditions of Buddhism survive at the time of this writing: Vajrayana, Mahayana, and Theravada. Each with their own doctrine. Buddhism is the dominant religious belief of the Cambodian (Khmer) people of the World. The majority of Khmer people follow the Theravada tradition of Buddhism. The institutions of Buddhism were systematically oppressed in Cambodia under the Khmer Rouge Communist Regime from 1975–1979 resulting in the destruction of pagodas and the death of monks. Buddhism in Cambodia was restored after the Khmer Rouge Communist Regime was removed from power. (History Channel)

This magnificent temple is surrounded by a moat. It contains four well preserved shrines with elaborate carvings and designs. These intricate carvings are a wonder to behold and are especially stunning in the pink hue. The best time to visit this monastery is during the dry season between October and December. Since it is located at an altitude of over ten thousand feet, getting to the monastery requires a hike. The hike is 10 kilometers long and takes between five and six hours to complete. The trail consi

The Khmer Empire: City of Angkor Temples (AD 802-1431)

HSS 6.1.2, RI.6.1, W.6.2

Through studying the City of Angkor, students will gain an understanding of the rich culture and achievements of the Khmer Empire. They will gain knowledge of the religious practices and the architecture of temples including Angkor Wat.

The Khmer Empire (AD 802-1431)

HSS 6.1.2, RI.6.1, W.6.2

Students will demonstrate an understanding of the Khmer Empire's historical rise in the ninth century to its decline in the fifteenth century. Through facilitated discussions and hands-on activities about the city of Angkor, they will develop analytical skills.

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