SL.5.1

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.

“Qa’-Soy” Published in News from Native California © Elaine Palmer

Qa'-Soy: a Pomo Tale of Traditional Ecological Knowledge

RL.5.1, RL.5.2, SL.5.1, SL.5.2, SL.5.3, W.5.2, W.5.3, W.5.7, RI.5.3, HSS 4.2, HSS 4.3, HSS 4.4

This 3 part unit was written by Pomo educator, weaver and artist, Elaine Quitquit Palmer. A story recollecting a cherished childhood memory, with her father, is the focal point. The story of Qa’-Soy illustrates the passing on of traditional knowledge. Students will read this story and interview an elder in their community. Some students will have a grandparent they can ask about traditions in their family. If a family member is not available, the teacher can help the student identify an appropriate community member the student may interview. “Elders are highly respected in California Native American culture. They remember our history and teach culture, share stories, and pass down traditional knowledge. It is important for the youth today to learn how to respect and communicate with their elders so that they maintain their family histories.” Elaine Quitquit Palmer

Land Acknowledgements Honoring CA Native Land and People Unit 2

Project-Based Learning on Land Acknowledgments

HSS 3.2, HSS 4.1, HSS 5.9, SL.3.1, SL.4.1, SL.5.1, W.4.7, W.5.7

Students will design and complete a project that reflects their learning about land, Indigenous presence, and community responsibility. Students will present their work to an audience, demonstrating respectful engagement, informed research, and a commitment to ongoing learning and allyship.

Moving Beyond Land Acknowledgments

HSS 3.2, HSS 4.1, HSS 5.9, SL.3.1, SL.4.1, SL.5.1, W.4.7, W.5.7

Students will critically evaluate the limitations of land acknowledgments when not paired with action or accountability. Students will explore tangible ways to support Indigenous communities and advocate for justice beyond symbolic statements.

Collaborating with Local Tribal Communities

HSS 3.2, HSS 4.1, HSS 5.9, SL.3.1, SL.4.1, SL.5.1, W.4.7, W.5.7

Students will learn and apply respectful communication protocols when engaging with local California tribal communities. Students will incorporate Indigenous voices, perspectives, and feedback into their understanding and representation of local histories and cultures.

Cache Creek Preserve scenic Spring landscape

Understanding Land Acknowledgments

HSS 3.2, HSS 4.1, HSS 5.9, SL.3.1, SL.4.1, SL.5.1

Students will examine the historical and cultural significance of land acknowledgments and analyze their use in educational and public settings. Students will identify the Indigenous peoples whose ancestral lands they occupy and begin to explore the importance of recognizing those connections.

Cultural Connections with Grizzlies

HSS 3.2.2, HSS 5.9, 3-ESS3-1, 5-ESS3-1, RI.4.2, SL.5.1

Cultural Connections with Grizzlies: Students explore climate change impacts on Indigenous communities, with insights from the Tejon Tribe.

Creating a Life Line: Cordage Technology

5.VA:RE7.2, SL.5.1, SL.5.3, W.5.4

The need for cordage in the form of thread, string, cord or rope has been a human need for thousands of years. Native California tribal craftspeople have a long history using available resources developing cordage for personal use and a prized item for local and far reaching intertribal trade. Thread, string and rope were integral to everyday life in Native California. A necessity for survival, and a little discussed supporting item for the arts and ceremonial life. Not only does cordage making necessitate a highly developed skill, but it also is intimately connected to the local environment.

Subscribe to SL.5.1 Content