HSS 4.2

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. Through a combination of student-friendly slide presentations, videos from Native fire experts, a vocabulary-rich reader, and real-world examples, students will explore how cultural fire supports biodiversity, restores landscapes, and protects communities from dangerous wildfires. The lesson offers multiple opportunities for student engagement and collaboration, including think-pair-share discussions, a fill-in-the-blank comprehension handout, and vocabulary activities such as a word search and crossword puzzle. Visual learners will benefit from rich photo slides and video content, readers will enjoy the culturally sustaining student reader that highlights key concepts like "controlled burn," "stewards of the land," and "invasive plants." Best of all, this lesson uplifts Indigenous knowledge systems alongside scientific inquiry, helping students understand how long-practiced cultural fire methods are effective and essential in today’s changing climate. This is an ideal lesson for building environmental awareness, critical thinking, and cultural respect in your classroom.

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 lesson highlights key principles such as respect for the land, the interconnectedness of all living things, and the tribe’s commitment to maintaining environmental harmony. Additionally, students will gain insight into how Indigenous knowledge contributes to modern environmental stewardship and sustainable living. Incorporating Yurok language throughout the lesson, students will be introduced to important terms related to natural resources, fostering cultural understanding and appreciation. Engaging videos featuring members of the Yurok Tribe will provide an authentic connection to their traditions, offering students a direct link to the people and practices discussed. The lesson culminates in a hands-on learning experience where students are challenged to sustainably harvest salmon for their community, balancing the need to nourish people with the responsibility of ensuring that fish populations remain healthy and thrive. By the end of the lesson, students will have a deeper understanding of the Yurok Tribe’s role in environmental stewardship and how their practices can inform sustainable living today.

“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

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