SL.4.2

TEK Cultural Burns Save California Salmon © Jackie Fawn

Forest and Fires

HSS 4.1, HSS 4.2, HSS 4.2.1, 4-ESS3-1, RI.4.4, RI.4.7, SL.4.2

This cross curricular lesson introduces students to the differences between wildfires and cultural or controlled fires, grounding their learning in both traditional ecological knowledge and scientific understanding. Designed for 4th grade learners, the lesson uses clear language and high-interest visuals to explain how Indigenous fire practitioners have used fire as a powerful tool to care for their ancestral territory and ecosystems for generations.

The Beauty of Fall, Martin's Ferry Bridge, Yurok Indian Reservation. © Louisa McCovey (Yurok, Hupa, Karuk)

Live in Balance with the Natural World - Take Only What You Need

HSS 4.1, HSS 4.2, HSS 4.2.1, HSS 4.5, HSS 4.5.5, 4-ESS3-1, 4-ESS3-2, RL.4.2, RL.4.3, RL.4.7, SL.4.2, SL.4.6, WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, WL.CN2.N: Diverse Perspectives and Distinctive Viewpoints

This lesson immerses students in the Yurok Tribe's rich cultural heritage and their deep-rooted connection to sustainable environmental practices. It explores the tribe’s traditional beliefs and practices related to natural resource management, focusing on the values of sustainability, community well-being, and ecological balance. Students will learn how the Yurok people prioritize responsible resource use, such as with salmon, Pacific lamprey, elk, and seaweed, ensuring these resources are available for future generations.

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 Winnemem Wintu: A Story of Resilience

HSS 4.1, HSS 4.2, HSS 4.3, RI.4.3, W.4.8, SL.4.2, SL.4.3

This unit introduces students to the Winnemem Wintu tribe and homeland and explores the ways in which the arrival of settlers affected the tribe from contact through the post-statehood era. Each lesson could take 1-2 days to complete.

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