RI.8.1

2 Spirit 4 Ever © Andie Martin (Wailaki)

Two Spirit: Understanding and Celebrating Identities

Connecting—Anchor Standard 11, 1.VA:RE7.1, 5.VA:RE7.1, 6.VA:RE7.1, 8.VA:RE7.1, W.8.2, W.8.4, W.8.6, W.8.7, W.8.8, RI.8.1, RI.8.2, RI.8.4, RI.8.6, SL.8.2, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, 7-8.1.8.G, 7-8.2.2.G, 7-8.4.4.G

This four-lesson unit offers middle school students an opportunity to explore the rich history and cultural significance of Two-Spirit identities within Indigenous communities. Students will begin by understanding the distinctions between gender, sex, and sexuality, setting the foundation for a deeper exploration of Two-Spirit identities. Lessons describe the history of Two-Spirit people, highlighting their roles and traditions within Native American and Indigenous cultures, and differentiating these identities from Western LGBTQIA+ concepts. Lessons emphasize the power of visual art in expressing identity. Students will analyze artwork created by Two-Spirit artists, exploring how art serves as a medium for cultural expression, identity affirmation, creating community and belonging. Throughout the unit, students will engage in discussions and activities that foster empathy, cultural awareness, and respect for diverse identities. A key focus of the unit is the Wiyot Tribe's advocacy for Two-Spirit individuals, exemplified through their collaboration with Humboldt County Supervisors to create a Two-Spirit Proclamation. Students will analyze this proclamation, identifying its key elements and reflecting on its significance in raising awareness, promoting inclusion, and combating discrimination. Students will gain insight into the importance of advocacy and community involvement in effecting positive social change. They will have the opportunity to see themselves as advocates and be empowered to draft a Two-Spirit Proclamation of their own. By the end of the unit, students will have a comprehensive understanding of Two-Spirit identities and the importance of recognizing and celebrating these identities within both Indigenous communities and broader society.

A parade in Greenville. Dugan Aguilar. Courtesy of Oakland Museum of California

Tribal Governments: Sovereignty, Treaties and Constitutions

HSS 8.2, HSS 8.3, HSS 8.4, RI.8.1, RI.8.2

This unit on tribal sovereignty and government introduces students to foundational concepts of Native American self-governance, treaties, federal recognition and tribal constitutions. Students will learn how tribal sovereignty is an inherent right of Native American tribes to govern their lands, manage resources, and uphold their communities. The unit explores the unique relationship Tribes have with the United States government through the creation of treaties. Students will also examine tribal constitutions, critical government frameworks that outline the structure of tribal governments, governing principles, land and tribal membership. Through guiding questions and comparison activities students will gain insight into how Native American tribes operate and maintain their communities.

Broken Heart by Bob Whipple (Yuki/Wailaki) © Cheryl Tuttle

Against Their Will: The Systematic Servitude of California Indians

HSS 8.8, W.8.2, W.8.4, RI.8.1, RI.8.2, SL.8.1

This powerful lesson invites 8th grade students to explore a critical yet often overlooked chapter in California’s history, the systematic servitude and exploitation of California Indian peoples. Through historical readings, primary source links, and thought-provoking discussions, students will uncover how Indigenous Californians were forcibly used as the primary labor force under Spanish and Mexican colonization, and how this forced servitude tragically continued even after California became a state. Students will examine the Act for the Government and Protection of Indians, which legally sanctioned the continuation of Indigenous servitude and contributed to government-backed campaigns of violence and extermination. Designed to promote critical thinking and empathy, the lesson encourages students to work collaboratively using graphic organizers and partner pair-shares to understand and summarize the complex information they encounter. Class discussions and debriefs provide space for students to process the material respectfully and thoughtfully, developing a deeper understanding of the lasting impacts of colonization on California’s Native peoples. The culminating writing assignment challenges students to articulate what they have learned in a meaningful paragraph, encouraging reflection on the resilience of Indigenous communities and the importance of recognizing this history today. By implementing this lesson, teachers will provide students with a crucial perspective on California history that broadens their understanding of social justice and human rights—equipping them to become informed, empathetic citizens who recognize the importance of acknowledging and learning from the past.

The Vietnam War Memorial is located in Westminster, home to the largest Vietnamese community outside Vietnam as well as South Vietnam's government-in-exile.

Monuments in the Vietnamese Diaspora (Secondary)

RI.8.1, W.8.8

Students will be able to describe the narratives and perspectives constructed from monuments in the Vietnamese community and create a collection of monuments that build up their personal identities.

This watercolor illustrates how refugees are a stateless people caught “neither here nor there.” Nguyễn, like many others, waited for the day when she would settle in a new country. Through light and shadow, the subdued color choices, and the imposing clock hovering over the two figures in tight quarters, the painting calls attention to a difficult life in waiting.

Intergenerational Trauma and Healing

RI.8.1, SL.7.1, SL.7.2

Students will be able to analyze the ways in which the Vietnam War has influenced and contributed to intergenerational trauma within the Vietnamese community and how the community engages in healing practices as a response to the trauma by engaging in a Socratic Seminar discussion.

Intergenerational Trauma and Healing

RI.8.1, SL.7.1, RI.9-10.1, W.9-10.4, SL.9-10.1, W.6.8

Students will be able to analyze and articulate how Hmong American history has influenced and contributed to intergenerational trauma within the Hmong community, and they will critically examine the long-term impacts on successive generations. Students will also be able to identify how the Hmong community has engaged in healing practices as a response to coping with the trauma and make connections with present-day society and their own lives in a Socratic Seminar discussion.

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