HSS 4.2.1

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.

Redwood plank house © Phil Albers

Traditional Plank House Village: Resources, Engineering & Social Roles

HSS 4.2.1, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, 4.VA:CR2.1, 5.VA:CR2.1

This unit teaches about the traditional living houses of the Indigenous people of Northern California, primarily the Karuk Yurok, Hoopa, Wiyot and Chilula Tribes. This is a basic overview and summary of the construction and societal makeup revolving around these traditional plank houses. Students will learn about the materials, process and some cultural aspects of plank houses. The lesson expands and applies that knowledge to traditional plank house villages. Activities include classroom discussions and a building project.

Ella Williams Designing her 3D Diorama of a Traditional Miwok Home.

Native Homes: Sustainability and the Environment (3D Diorama)*

HSS 4.2.1, HSS 4.5.5, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, SL.4.1, SL.4.2, SL.5.1, SL.5.2, 4.VA:CR2.1, 5.VA:CR2.1

This ELA, Social Science and Environmental History lesson introduces students to architectural practices and knowledge of structure and design through dioramas. Native Youth will guide you by modeling the project. Your students will learn about Hoopa and Miwok structures and culture and then will research and complete their own project. This unit may take a few weeks, but it is worth it. It is a lot of fun and will provide a deep understanding of Native culture for your students if done correctly.

California Missions Through Native American Perspectives Unit

Project-Based Learning on California Missions and Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Learning objectives: (1) Students will identify and articulate ways to create meaningful impact in collaboration with Indigenous communities; (2) Students will work in groups to design and implement a project that supports Indigenous-led initiatives, such as cultural revitalization or environmental stewardship; (3) Students will present their projects to peers or the broader community, showcasing their understanding of actionable respect and support for Indigenous communities; and more . . .

California Missions Through Native American Perspectives Unit

Exploring California Missions Through Native American Perspectives Mission Field Trip Guide

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Explore Native American resistance, resilience, and cultural survival; (2) Engage in critical thinking and empathy as students explore the California missions; (3) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (4) Explore California Indian history and culture before and during the mission period; (5) Analyze the impact of the missions on Native American communities.

California Missions Through Native American Perspectives Unit

Debating the Impacts of California Missions on Native Americans

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Examine the effects of the mission system on Native American communities, including cultural, social, and environmental impacts; (2) Evaluate diverse perspectives on the mission system; (3) Develop empathy and critical thinking skills by analyzing primary and secondary sources; (4) Students will understand the experiences of Native Americans during the mission period; and (5) Students will explore Native American resistance, resilience, and cultural survival.

California Missions Through Native American Perspectives Unit

California Missions Through Indigenous Eyes Project-Based Learning Virtual Exhibit Project

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

Students: (1) Design a virtual exhibit that explores the history of California missions from the perspective of the Indigenous peoples whose lives were most affected; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

California Missions Through Native American Perspectives Unit

Cultural Preservation Posters

HSS 4.2.1, HSS 4.2.5, RI.4.1, RI.4.7, RI.4.9, W.4.2, W.4.7, W.4.8, SL.4.1, SL.4.4, L.4.3

In this lesson, students: (1) Design a visually appealing and informative poster highlighting the importance of cultural preservation among California Indigenous communities, focusing on traditions, language, art, or practices impacted by the mission system; (2) Reflect on cultural resilience, historical accuracy, and the consequences of colonization; (3) Explore California Indian history and culture before and during the mission period; and (4) Analyze the impact of the missions on Native American communities.

Subscribe to HSS 4.2.1 Content