W.8.4

Nome Cult Walk

HSS 8.8, W.8.1, W.8.4, RI.8.1, RI.8.2, SL.8.1, RH.6-8.2

This lesson introduces students to the removal and relocation of California Natives in the 1800’s. Focusing on primary and secondary sources students will discover the background of California’s Trial of Tears, the Nome Cult Walk. Students will read a newspaper article and Forest Service flier, watch a video on the Walk, and listen to four interviews of individual Native people who participate in the commemorative Nome Cult Walk. Students will take notes as they read, listen, and watch and these notes will be used in a final assessment, as students write a short essay on their understanding of the historical circumstance Nome Cult Walk.

Haudenosaunee Impact on the US Constitution

HSS 8.2, W.8.2, W.8.4, W.8.6, W.8.8

This lesson on the Haudenosaunee Confederacy offers students a powerful opportunity to explore the roots of American democracy through the lens of Indigenous governance. Centered on the Great Law of Peace and the political structure of the Haudenosaunee Confederacy, the lesson emphasizes how Native ideas of unity, consensus, and leadership directly influenced the formation of the U.S. Constitution.

Text - "2-Spirit 4-Ever" with two long-hair people facing one another/

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.

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.

Artwork by Jackie Fawn © Save California Salmon

Activism: Land Back

SL.6.1, SL.7.1, SL.8.1, W.6.2, W.7.2, W.8.2, W.8.4, RH.6-8.4, RH.6-8.7, HSS 8.8, HSS 8.8.2, HSS 8.8.5

The relationship between Indigenous peoples and land in the U.S. is deeply rooted in cultural, ceremonial, and historical connections, which have often been disrupted by colonization, forced assimilation, and land dispossession. Concepts such as Tribal sovereignty, land stewardship, and land back movements emphasize Indigenous peoples’ inherent right to govern themselves, care for ancestral lands, and reclaim access to natural resources. These efforts are grounded in values of cultural revitalization, environmental conservation, and self-determination, often in contrast to policies like land acquisition through unratified treaties, residential schools, and the use of public lands for military, resource extraction, or restricted conservation purposes.

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