SL.4.1

Ella Williams Designing her 3D Diorama of a Traditional Miwok Home.

Native Homes: Sustainability and the Environment (3D Diorama)*

HSS 4.2.1, HSS 4.5.5, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, SL.4.1, SL.4.2, SL.5.1, SL.5.2, 4.VA:CR2.1, 5.VA:CR2.1

This ELA, Social Science and Environmental History lesson introduces students to architectural practices and knowledge of structure and design through dioramas. Native Youth will guide you by modeling the project. Your students will learn about Hoopa and Miwok structures and culture and then will research and complete their own project. This unit may take a few weeks, but it is worth it. It is a lot of fun and will provide a deep understanding of Native culture for your students if done correctly.

The California Gold Rush: A Deeper Look at Its Costs Unit

HSS 4.3.3, HSS 5.4.1, RI.4.1, SL.4.1

This unit examines the California Gold Rush and its lasting significance in U.S. history, with a focus on its environmental and cultural impact on California Native American communities. Students will analyze the consequences of westward expansion, including the exploitation of natural resources and the widespread displacement of California Native peoples. Through critical inquiry, the unit encourages students to understand the broader consequences of the Gold Rush and reflect on its role in shaping California’s past and present.

California Missions Through Native American Perspectives Unit

Project-Based Learning on California Missions and Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Learning objectives: (1) Students will identify and articulate ways to create meaningful impact in collaboration with Indigenous communities; (2) Students will work in groups to design and implement a project that supports Indigenous-led initiatives, such as cultural revitalization or environmental stewardship; (3) Students will present their projects to peers or the broader community, showcasing their understanding of actionable respect and support for Indigenous communities; and more . . .

Exploring California Missions Through Native American Perspectives Mission Field Trip Guide

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Explore Native American resistance, resilience, and cultural survival; (2) Engage in critical thinking and empathy as students explore the California missions; (3) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (4) Explore California Indian history and culture before and during the mission period; (5) Analyze the impact of the missions on Native American communities.

Debating the Impacts of California Missions on Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Examine the effects of the mission system on Native American communities, including cultural, social, and environmental impacts; (2) Evaluate diverse perspectives on the mission system; (3) Develop empathy and critical thinking skills by analyzing primary and secondary sources; (4) Students will understand the experiences of Native Americans during the mission period; and (5) Students will explore Native American resistance, resilience, and cultural survival.

California Missions Through Indigenous Eyes Project-Based Learning Virtual Exhibit Project

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Design a virtual exhibit that explores the history of California missions from the perspective of the Indigenous peoples whose lives were most affected; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

Cultural Preservation Posters

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Design a visually appealing and informative poster highlighting the importance of cultural preservation among California Indigenous communities, focusing on traditions, language, art, or practices impacted by the mission system; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

Exploring California Indian History with the CIMCC CA Missions Native Website

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

This unit explores the history and lasting impact of the California mission system through the lens California Native perspectives, using the California Indian Museum and Cultural Center’s CA Missions Native website. In Lesson 1, students: Explore California Indian history and culture before and during the mission period; Analyze the impact of the missions on Native American communities; and Use the CIMCC CA Missions Native website as a research tool to answer questions about California Indians.

Understanding Cultural Erasure through the Case of Ishi

HSS 4.2.1, HSS 4.3, HSS 4.4.1, RI.4.1, W.4.2, SL.4.1

Students will learn about cultural erasure. Students will reflect on Ishi’s legacy and how it influences modern understanding of cultural respect and human rights. This lesson plan helps students critically analyze historical narratives, develop empathy, and practice respectful communication in their writing. This lesson covers the life and history of Ishi, the last Yahi, and how his story reflects the broader experience of Native American communities in California.

Cultural Practices and Reciprocity

HSS 4.2, SL.4.1

Students will be introduced to the concept of reciprocity and encourage students to reflect on its significance. This lesson plan helps students critically analyze historical narratives, develop empathy, and practice respectful communication in their writing.

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