HSS 11.11.7

LandBack and Land Acknowledgements

LandBack and Land Acknowledgments

HSS 11.11, HSS 11.11.2, HSS 11.11.5, HSS 11.11.7, RH.11-12.7

This lesson plan for high school students (grades 9–12) introduces and critically explores the concepts of land acknowledgements, land dispossession, and the #LandBack movement, with a focus on Indigenous history in California. Beginning with discussions on what land acknowledgements are and why they matter, students are encouraged to research the Indigenous peoples whose land they occupy and to reflect on the significance of recognizing these communities. Through videos, articles, and class discussions, students gain insight into key concepts like Traditional Ecological Knowledge and the 18 unratified treaties of California, developing a deeper understanding of Native sovereignty and environmental stewardship.

Dan Durke’s Gardena High School ID card from 1984-1985. Dan hadn’t changed his name yet and is identified by his original name: Maysak Doeuk. Dan graduated in 1987.

The Cambodian Refugee Experience

HSS 11.11.7, RI.11-12.3, W.11-12.4

Students will explore the waves of Cambodian immigrants to the United States, understand the causes behind each wave, consider the challenges faced by the 1.5 generation, and examine how intergenerational trauma can affect young Cambodian Americans while relating these experiences to their own lives.

Janet Vanniroth with her close friend, Sarah Wu, in the school football field, Artesia, CA 1987. They have been friends since junior high school.

Picturing the Khmer Refugee Family

HSS 11.11.7, W.11-12.9, RL.11-12.1

Students will consider and analyze the aftermath of the Cambodian displacement and immigration experience. Students will analyze photographs as well as poetry on the experiences of Cambodian refugees with focus on initial challenges as well as long term effects.

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