W.8.4

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.

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.

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