HSS 4.1

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.

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.

Geography and Survival of the Yahi

HSS 4.1, HSS 4.2

Students will analyze the geography of the Yahi homeland and understand how the Yahi people adapted to their environment to survive. They will compare historical resource use with modern practices, fostering connections between past and present.

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.

Restoring Cache Creek and the Yurok Tribe

3-LS4-4, 4-ESS3-2, 5-ESS3-1, HSS 3.2, HSS 4.1, HSS 5.9

Students learn about the ecological and cultural restoration of Cache Creek. They study how the Yurok Tribe combines Traditional Ecological Knowledge (TEK) with modern science to rehabilitate ecosystems. Students design their own restoration plans for a local waterway, integrating Indigenous knowledge and environmental problem-solving.

Saving Salmon CA Academy of Sciences video screenshot of salmon swimming

Saving Salmon and the Yurok Tribe

3-LS4-4, 4-ESS3-2, 5-ESS3-1, HSS 3.2, HSS 4.1, HSS 5.9

This lesson focuses on the cultural and ecological importance of salmon to the Yurok people. Students examine how environmental changes and human activities have affected salmon populations. Through multimedia and collaborative projects, students explore salmon life cycles, conservation strategies, and the Yurok Tribe’s role in restoration efforts.

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