HSS 8.8

The Modoc War and People Today. Drawing of Captain Jack.

The Modoc War and People Today

HSS 8.8, HSS 8.12, RI.8.2, RI.8.3, RI.8.4, RI.8.6, RI.8.9

This unit focuses on the Modoc War, a conflict between a small number of Modoc people and the US military in 1860’s and 1870s. The first lesson gives the background information needed to understand the lead-up to the conflict. The second and third lessons focus on different aspects of the conflict, including events and topography. The fourth lesson, the aftermath. A possible extension activity would be a field trip to the Lava Beds National Monument to see the battle sites and gain a deeper understanding of the natural fortifications the Modoc people used to hold off the military.

Creating and Writing Land Acknowledgements

Creating and Writing Land Acknowledgements

RI.8.4, RI.8.5, W.8.8, HSS 8.8

This lesson asks students to critically analyze and engage with Land Acknowledgements by understanding their connection to ongoing movements for land return and challenging terminologies of western expansion like manifest destiny and “Firsting and Lasting.” Students will explore best practices for writing a land acknowledgement and critical understanding of how word choice and engagement with tribal voices can clarify the role of land acknowledgments personally/ at work/ and with government or other institutions (like school). Students will be asked to interpret words and phrases used in a text including technical, connotative, and figurative meanings and analyze the specific word choice, style, tone, and format used. They will also be asked to compose their own land acknowledgement.

© Cheryl Tuttle

Nome Cult Walk

HSS 8.8, W.8.1, W.8.4, RI.8.1, RI.8.2, SL.8.1, RH.6-8.2

This lesson introduces students to the removal and relocation of California Natives in the 1800’s. Focusing on primary and secondary sources students will discover the background of California’s Trial of Tears, the Nome Cult Walk. Students will read a newspaper article and Forest Service flier, watch a video on the Walk, and listen to four interviews of individual Native people who participate in the commemorative Nome Cult Walk. Students will take notes as they read, listen, and watch and these notes will be used in a final assessment, as students write a short essay on their understanding of the historical circumstance Nome Cult Walk.

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.

TEK Estuaries Save California Salmon 2022 © Jackie Fawn

California Tule

W.6.8, SL.8.1, HSS 8.8, HSS 8.8.2, HSS 8.8.5, MS-LS2-2, MS-LS2-4, MS-LS2-5

This lesson explores the significance of the tule plant in both cultural and contemporary contexts. Tule is an important plant in California, known by various names depending on the land and people associated with it. In the Central Valley, the most common species are Schoenoplectus acutus (Common Tule) and Schoenoplectus californicus (California Bulrush). The name "tule" is derived from the Spanish settlers who adopted the Nahuatl term "tōllin," used by Indigenous people in Mexico City, to refer to the plant they encountered in California. Tule grows in wetland environments such as ponds, lakes, marshes, and along shorelines of rivers, estuaries, and coastal areas. Historically, tule thrived across California, particularly in freshwater habitats. However, due to colonization, much of its habitat has been reduced by water diversions, drought, and development. As a result, tule is now primarily found in protected areas like state and federal parks, although California Indians face restrictions on gathering it in these locations. Before European settlement, tule was central to the culture and economy of California Indian tribes. It was used in a variety of ways, including for ceremonial purposes, transportation, hunting, and food preparation. Tule’s versatility allowed it to be woven into baskets, mats, clothing, and shelters. Many tribes, such as the Kumeyaay, crafted tule boats for hunting whales, while others used tule decoys for waterfowl hunting or wore tule skirts during ceremonies. The traditional harvesting and use of tule were guided by Indigenous practices, and multiple tribes often shared wetlands, managing them through tribal laws. Despite the challenges faced by tule due to colonization, it continues to be an essential plant in the cultural practices of California Indians, with its legacy preserved through modern generations.

Artwork by Jackie Fawn © Save California Salmon

Activism: Land Back

SL.6.1, SL.7.1, SL.8.1, W.6.2, W.7.2, W.8.2, W.8.4, RH.6-8.4, RH.6-8.7, HSS 8.8, HSS 8.8.2, HSS 8.8.5

The relationship between Indigenous peoples and land in the U.S. is deeply rooted in cultural, ceremonial, and historical connections, which have often been disrupted by colonization, forced assimilation, and land dispossession. Concepts such as Tribal sovereignty, land stewardship, and land back movements emphasize Indigenous peoples’ inherent right to govern themselves, care for ancestral lands, and reclaim access to natural resources. These efforts are grounded in values of cultural revitalization, environmental conservation, and self-determination, often in contrast to policies like land acquisition through unratified treaties, residential schools, and the use of public lands for military, resource extraction, or restricted conservation purposes.

“American Dream Machine” (C) 2016 Harry Fonseca Collection, Autry Museum; 2016.10.1

Imagining the Native American Native California Artists Harry Fonseca (Nisenan Maidu)

HSS 5.8, HSS 5.8.6, HSS 8.8, HSS 8.8.2, Connecting—Anchor Standard 11, 1.VA:RE7.1, 5.VA:RE7.1, 6.VA:RE7.1, 8.VA:RE7.1, PROF.VA:RE7.1

In this lesson, students will explore the life and artwork of Harry Fonseca, a celebrated Native California artist of Nisenan Maidu, Hawaiian, and Portuguese ancestry and a citizen of the Shingle Springs Band of Miwok Indians. Fonseca used his art to express identity, honor Native traditions, and respond to historical events like the California Gold Rush. Through vibrant paintings, symbolic imagery, and recurring figures like the trickster Coyote, Fonseca’s work invites students to think deeply about storytelling, cultural resilience, and how art can be both personal and political.